End assessment: Students will be prepared to defend their response to the driving question.
Schedule of assessments
Day 1
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Day 2
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Day 3
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Day 4
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Day 5
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Day 6
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Day 7
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Day 8
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Day 9
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Day 10
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Day 11
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Day 12
Exit ticket 12
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Day 13
Exit ticket 13
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Day 14
Exit ticket 14
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Day 15
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Assessment Plan and Tools PBL Rubric Answers
Focus on Teacher
1: Indications in the timeline of when and how students will be assessed throughout the project.
Students will be assessed everyday before they leave class with exit tickets. Any lab reports will be graded (some with a rubric, example Candle Lab)
2: Detailed plan, with examples, of how will provide feedback to students, and how that feedback will enable them to revise and create better products.
Almost every day has an exit ticket. Review good exit ticket answers from the previous day. Go over the rubrics before an activity and give them copies of the graded rubric with feedback after each activity. This will provide them with suggestions on how to improve upon the next assignment. During class many times they will get peer feedback such as during the gallery walk, circle seminars, class discussions. As the teacher walks around during work time he/she can also give feedback.
3: Samples of both formative and summative assessments
HOTs Questions: Walking around the room asking HOTs questions such as:
Summative: Lab Reports, lab rubrics, Post Quiz and the improvement from the Pre-survey.
4: Samples of assessment of content, student processes, and student products.
Pre-Knowledge Survey & Post-Quiz - goes over specific content questions
Lab Reports (Written up by the students) and lab rubrics, including evaluation of process skills.
Team contract, with evaluation rubric.
5: Detailed description of how the final assessment will evaluate the following:
- content knowledge - They will need to demonstrate their knowledge on the topic during their debate presentations and the post quiz will ask them questions that they were to have covered and learned during the unit.
- final product - Included debate rubric assesses students on different skills, including research process, analysis, presentation, and collaboration.
- skills developed by students (including collaboration and problem solving skills) - collaboration, communication, critical thinking, problem solving, Productivity, Accountability, Flexibility, Adaptability, ICT Literacy
6: Detailed descriptions of how the final assessments will focus on both team products and individual learning
Debate rubric will focus on team products
Post quiz will focus on individual learning
Focus on Students
Timeline includes opportunities for feedback from peers and teacher. Timeline and assessment require student revision of work based on peer and teacher feedback.
There is a gallery walk during the carbon crisis that will allow feedback to the students from peers. Students will also have groups discussion during day 3 candle lab. This discussion will allow for feedback on the lab questions. On day 12, there is group discussion on debate topics. This will allow feedback from peers as well. Teachers are able to give feedback through various times in formative assessment daily. Also during the debriefing session, the teacher will be able to give feedback and answers as they lead the class in discussion. There are also exit tickets each day. The exit tickets will allow the teacher to evaluate student knowledge daily. The teacher should be able to understand where the student is in the learning process and provide feedback the next day at the beginning of class.
Rubrics or other devices that clearly communicate expectations for student project
There are rubrics at the end of each unit. They are attached to that particular lesson plan. Other devices that are used to clearly communicate expectations are the learning management systems, like Schoology. These programs allow the teacher to put up examples, abstracts, time frames, due dates and more.
Detailed plan for how students will present their products publicly (who will be involved, how will it be setup)
There will be 3 teachers/librarian that will serve on the panel to evaluate the debate. Their purpose is to guide the debate, manage time, evaluate speeches & rebuttals, and more. The panel will be set at the front of the classroom. The debate teams will present in front of their peers as well.
Evaluation and feedback tools that will be used by various people to provide feedback to the students
Feedback tools are exit tickets, debriefing sessions, and formative assessment. There are also individual messaging, leader boards, rubric messaging, and gradebook evaluation & feedback tools build into our learning management system (Schoology). Students will get efficient feedback due to this learning system. The methods that we will be using to provide feedback is based off of these 20 ways to provide effective feedback.
1: Indications in the timeline of when and how students will be assessed throughout the project.
Students will be assessed everyday before they leave class with exit tickets. Any lab reports will be graded (some with a rubric, example Candle Lab)
2: Detailed plan, with examples, of how will provide feedback to students, and how that feedback will enable them to revise and create better products.
Almost every day has an exit ticket. Review good exit ticket answers from the previous day. Go over the rubrics before an activity and give them copies of the graded rubric with feedback after each activity. This will provide them with suggestions on how to improve upon the next assignment. During class many times they will get peer feedback such as during the gallery walk, circle seminars, class discussions. As the teacher walks around during work time he/she can also give feedback.
3: Samples of both formative and summative assessments
HOTs Questions: Walking around the room asking HOTs questions such as:
- "Why do you suppose...?"
- "What can you conclude from the evidence?"
Summative: Lab Reports, lab rubrics, Post Quiz and the improvement from the Pre-survey.
4: Samples of assessment of content, student processes, and student products.
Pre-Knowledge Survey & Post-Quiz - goes over specific content questions
Lab Reports (Written up by the students) and lab rubrics, including evaluation of process skills.
Team contract, with evaluation rubric.
5: Detailed description of how the final assessment will evaluate the following:
- content knowledge - They will need to demonstrate their knowledge on the topic during their debate presentations and the post quiz will ask them questions that they were to have covered and learned during the unit.
- final product - Included debate rubric assesses students on different skills, including research process, analysis, presentation, and collaboration.
- skills developed by students (including collaboration and problem solving skills) - collaboration, communication, critical thinking, problem solving, Productivity, Accountability, Flexibility, Adaptability, ICT Literacy
6: Detailed descriptions of how the final assessments will focus on both team products and individual learning
Debate rubric will focus on team products
Post quiz will focus on individual learning
Focus on Students
Timeline includes opportunities for feedback from peers and teacher. Timeline and assessment require student revision of work based on peer and teacher feedback.
There is a gallery walk during the carbon crisis that will allow feedback to the students from peers. Students will also have groups discussion during day 3 candle lab. This discussion will allow for feedback on the lab questions. On day 12, there is group discussion on debate topics. This will allow feedback from peers as well. Teachers are able to give feedback through various times in formative assessment daily. Also during the debriefing session, the teacher will be able to give feedback and answers as they lead the class in discussion. There are also exit tickets each day. The exit tickets will allow the teacher to evaluate student knowledge daily. The teacher should be able to understand where the student is in the learning process and provide feedback the next day at the beginning of class.
Rubrics or other devices that clearly communicate expectations for student project
There are rubrics at the end of each unit. They are attached to that particular lesson plan. Other devices that are used to clearly communicate expectations are the learning management systems, like Schoology. These programs allow the teacher to put up examples, abstracts, time frames, due dates and more.
Detailed plan for how students will present their products publicly (who will be involved, how will it be setup)
There will be 3 teachers/librarian that will serve on the panel to evaluate the debate. Their purpose is to guide the debate, manage time, evaluate speeches & rebuttals, and more. The panel will be set at the front of the classroom. The debate teams will present in front of their peers as well.
Evaluation and feedback tools that will be used by various people to provide feedback to the students
Feedback tools are exit tickets, debriefing sessions, and formative assessment. There are also individual messaging, leader boards, rubric messaging, and gradebook evaluation & feedback tools build into our learning management system (Schoology). Students will get efficient feedback due to this learning system. The methods that we will be using to provide feedback is based off of these 20 ways to provide effective feedback.