1. Authentic Assessment Part 3 March 18 th, 2015

2. Review 1.28.2015 Definition of EU’s/EQ’s, an Authentic Assessment, Planning & Instruction, and Implementation Review of the Backwards Planning process Choose a Unit you want to develop 3.4.2015 Traditional vs. Authentic Assessments Examples of Authentic Assessments Pair Share / Group Share of your Authentic Assessments

3. Today Moving from teacher structured to student structured Importance of student voice and choice in authentic assessments (examples shown) Empathy exercise

4. Assessments/Instruction Teacher Centered Specific and directive (“you will do this”) Convergent thinking Needs buy in for the lesson + assessment Contrived Student Centered Open and self-directed (“I can do this”) Divergent thinking Owning the lesson + assessment Creative + applicable

5. Student Voice + Choice Remember: end goal is to ‘hit’ the EU/EQ while recognizing the process/progress along the way “What I consume drives my output.” “Being an informed member of the Community means to truly know others.” Opening up Pandora’s Box? Things can get messy Iterative process Allowing student ownership

6. Case Study: Senior Project Senior Project at Priory gives students the opportunity to challenge and stretch themselves as individuals and intellectuals. Individually, in that every student is asked to identify talents, skills, or interests that are unique to him/her. Intellectually, in that students are allowed to design a project that draws upon many years of school and different courses of study.

7. A Healthy Balance Teacher Centered / Marking points along the way: Project Proposal, Milestone Reflections, Pitch to the faculty, Project Plan with dates, Annotated Bibliography, Research Findings, Presentation. Student Centered: Choose your own topic (Sword Making vs. Vet Internship vs. Bible Study for Teens); self-grading & self-advocating; identifying passions/skills Together it involves: iterative process, failing forward, communication/collaboration/creativity/resiliency/critical thinking, 1:1 conversations

8. Empathy Exercise In partners, interview one another regarding your Unit. Place yourself, as the interviewer, in the role of the student. Switch partners. (5 mins per interview) As the ‘student’, develop an assessment for your partner. (5 mins) Share your assessment with your partner (5 mins)

9. Homework for March 25th Take 10 minutes to meet with a student and pitch your Unit plan / authentic assessment. Get feedback and bring it to our next meeting