ASSESSMENT PLAN AND TOOLS
Focus on Teacher
Detailed plan, with examples, of how will provide feedback to students, and how that feedback will enable them to revise and create better products
Throughout the unit team leaders for each group will meet with the instructor at least twice to discuss progress on the project and receive feedback. They also will conduct peer evaluations for their group members halfway through the project using the TEAMMATES website. The meeting with the instructor will enable students to revise and create better products based on the suggestions the instructor gives. The peer evaluations allow students to see how their group members assess their contribution to the project and give them a chance to improve if they are not receiving positive feedback.
Teammates will allow students to evaluate each other as contributing equally, or +/- 10%. In addition to providing quantitative assessment of their own and their teammates contributions students will provide feedback to the following questions when using the TEAMMATES site.
Samples of both formative and summative assessments
Formative:The World in our Classroom (Population & Wealth)
Carbon Cycle 2
Analyzing Climate Graphs
What the World Eats Correlation Analysis
Supply Chain Losses
Land Grabs
Candle Lab
Journal Entries
Summative:
Final Letters
Group Presentations
Samples of assessments of content, student processes, and student products
Content
The World in our Classroom (Population & Wealth)
Carbon Cycle 2
Analyzing Climate Graphs
What the World Eats Correlation Analysis
Supply Chain Losses
Land Grabs
Candle Lab
Student Processes
Journal Entries (see timeline)
Team Leader & Instructor Meetings (see timeline)
Peer Evaluations
Student Products
Final Letters
Group Presentations
Detailed description of how the final assessment will evaluate the following:
-‐content knowledge
Students will have to have a good grasp on what biofuels are and how they are made in order to answer the driving question. The final letter they write to the different organizations will be proof of this. They will also have to analyze different graphs and data in order to answer the driving question, which is part of their state math standards.
-‐final product
The final product will be assessed using a rubric that lays out the different requirements. They will need to have a certain number of references, a certain number of graphical representations, and they will have to produce a well written letter to the appropriate organization, which also has a rubric.
-‐processes used by students
There a two peer evaluations throughout the project. Both of these evaluations will be reviewed in order to assess the processes used by the students and will be incorporated in their final assessment.
-‐skills developed by students (including collaboration and problem solving skills)
There is a section of the final project rubric that assesses 21st Century skills alone. The peer evaluations will also help assess collaboration skills, which will be incorporated in their final assessment.
Detailed descriptions of how the final assessments will focus on both team products and individual learning
While the final presentation and final letter is a team effort the individual learning will be assessed using the peer evaluations they conduct throughout the project. Also, individual activities in between will assess individual learning on the state math standards. The standards in this unit will be tested in a larger test. The questions that will address the math standards can be found here.
Focus on Students
Detailed plan for how students will present their products publically (who will be involved, how will it be setup)
Presentations will be done only in class, but the final letters students write will be sent to the National Corn Growers Association or the World Food Program, depending on their approach to answer the question. The organizations will be contacted at the start of the unit to let them know of the incoming letters and to ask for some type of feedback.
Evaluation and feedback tools that will be used by various people to provide feedback to the students
The instructor will provide feedback to the different groups after each meeting with the team leader. Peers will provide feedback to the students during both peer evaluations. NCGA and WFP will provide feedback to the letters students write as their final product. Groups will also be given a copy of the rubric to grade other groups during their presentations.
Focus on Teacher
Detailed plan, with examples, of how will provide feedback to students, and how that feedback will enable them to revise and create better products
Throughout the unit team leaders for each group will meet with the instructor at least twice to discuss progress on the project and receive feedback. They also will conduct peer evaluations for their group members halfway through the project using the TEAMMATES website. The meeting with the instructor will enable students to revise and create better products based on the suggestions the instructor gives. The peer evaluations allow students to see how their group members assess their contribution to the project and give them a chance to improve if they are not receiving positive feedback.
Teammates will allow students to evaluate each other as contributing equally, or +/- 10%. In addition to providing quantitative assessment of their own and their teammates contributions students will provide feedback to the following questions when using the TEAMMATES site.
- What I appreciate about you as a team member:
- Areas you can improve further:
- Other comments:
Samples of both formative and summative assessments
Formative:The World in our Classroom (Population & Wealth)
Carbon Cycle 2
Analyzing Climate Graphs
What the World Eats Correlation Analysis
Supply Chain Losses
Land Grabs
Candle Lab
Journal Entries
Summative:
Final Letters
Group Presentations
Samples of assessments of content, student processes, and student products
Content
The World in our Classroom (Population & Wealth)
Carbon Cycle 2
Analyzing Climate Graphs
What the World Eats Correlation Analysis
Supply Chain Losses
Land Grabs
Candle Lab
Student Processes
Journal Entries (see timeline)
Team Leader & Instructor Meetings (see timeline)
Peer Evaluations
Student Products
Final Letters
Group Presentations
Detailed description of how the final assessment will evaluate the following:
-‐content knowledge
Students will have to have a good grasp on what biofuels are and how they are made in order to answer the driving question. The final letter they write to the different organizations will be proof of this. They will also have to analyze different graphs and data in order to answer the driving question, which is part of their state math standards.
-‐final product
The final product will be assessed using a rubric that lays out the different requirements. They will need to have a certain number of references, a certain number of graphical representations, and they will have to produce a well written letter to the appropriate organization, which also has a rubric.
-‐processes used by students
There a two peer evaluations throughout the project. Both of these evaluations will be reviewed in order to assess the processes used by the students and will be incorporated in their final assessment.
-‐skills developed by students (including collaboration and problem solving skills)
There is a section of the final project rubric that assesses 21st Century skills alone. The peer evaluations will also help assess collaboration skills, which will be incorporated in their final assessment.
Detailed descriptions of how the final assessments will focus on both team products and individual learning
While the final presentation and final letter is a team effort the individual learning will be assessed using the peer evaluations they conduct throughout the project. Also, individual activities in between will assess individual learning on the state math standards. The standards in this unit will be tested in a larger test. The questions that will address the math standards can be found here.
Focus on Students
Detailed plan for how students will present their products publically (who will be involved, how will it be setup)
Presentations will be done only in class, but the final letters students write will be sent to the National Corn Growers Association or the World Food Program, depending on their approach to answer the question. The organizations will be contacted at the start of the unit to let them know of the incoming letters and to ask for some type of feedback.
Evaluation and feedback tools that will be used by various people to provide feedback to the students
The instructor will provide feedback to the different groups after each meeting with the team leader. Peers will provide feedback to the students during both peer evaluations. NCGA and WFP will provide feedback to the letters students write as their final product. Groups will also be given a copy of the rubric to grade other groups during their presentations.