Intel® Teach Elements:
Assessment
in 21st Century Classrooms
Action Plan: _______________________
Instructions:Ctrl+click (or Command+click on the Mac* or click for Microsoft Word
2007*) any of the activity names in the Contents to go directly to that section.
Type your personalized Action Plan details in the sections indicated.
Estimated
Time:15 minutes
In what ways
do you consider yourself a 21st century teacher? Describe how you:
·
Collaborate with other teachers
·
Use technology in your
classroom
·
Act as a facilitator of your students’
learning
·
Use multiple forms of
assessment for content and 21st century skill development
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Ø
Being open-minded and willing to share ideas with
colleagues
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Focus on students’ learning and giving them
activities that would enhance their talents and skills
Ø
Using authentic assessments to test the learning of
students
Ø
Engage in technology to let the students understand
more the lesson
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Estimated
Time:15 minutes
In the
chart, record your current assessment practices and how you would like to
change your assessment practices.
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Current Assessment Practices
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Changes to Assessment Practices
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-Paper and Pencil Test
-Lower Order Thinking
Skills
-Using Traditional
Method of Teaching
-Individual Outputs
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-Authentic Assessment
-Higher Order Thinking
Skills
-Using Technology
-Collaborative
Projects
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Estimated
Time:20 minutes
- Consider the units you
teach.
- List units where you
explicitly teach, or would like to teach, 21st century skills.
- For those units, list the
technologies you use or would like to use.
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Unit
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21st Century Skills
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Technology
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Science
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Kinds of Plants
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Collaboration, Discovery Method
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Computer, Projector
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Math
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Real Numbers
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Discovery Learning
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Cassette or CD/DVD
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English
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Nouns
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Grammar
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Computer, Projector, Cassette
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Estimated
Time:10 minutes
How does formative assessment benefit your
classroom? What kinds of changes would you need to make in your assessment
practices to include more formative assessment?
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In formative
assessment, the students should be considered. The should be able to develop
the skills needed in the developing country in order to compete. In here the
teacher will diagnose students knowledge.
In my classroom I will
only cover the topics my students are weak on.
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Estimated
Time:10 minutes
Based on
your understanding of assessment, what assessment goals would you like to set for yourself during this
course, month, or school year? Write your goals. Some examples include:
·
Choose 21st century skills to focus on during a particular unit or
project
·
Use formative assessment strategies in my classroom
·
Add 21st century skills to my rubrics
·
Use additional assessment instruments to assess
·
Have students assess themselves and their peers
·
Distribute rubrics before and during the project
·
Use journals and/or observations to assess
My assessment
goals:
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Students must develop
themselves by learning by themselves through inquiry process.
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The students must
develop the skills to shape the curriculum.
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Use compilationsd for
students to have track of their performance.
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The students should
know the rubric for them to keep track of their expected performance.
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Estimated
Time:10 minutes
Reflect on your current use of rubrics in
your classroom.
How might you use rubrics in new or
different ways to improve your students’ learning?
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Students must come up
their own rubrics just likein the authentic assessment.
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Estimated
Time:20 minutes
Explore the rubrics shown in the table or in the Assessing
Projects library. Select and save at least one product or performance
rubric and at least one 21st Century skill rubric to your Course Folder or to
your Personal Library if using Assessing
Projects. Describe how and when you would use each assessment.
Product or
Performance Rubric name:
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Rubrics with Rating
Scales
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How I will use the
rubric:
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I can use this rubric
to keep track students performance.
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21st Century Skill
Rubric:
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Performance Activity
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How I will use the
rubric:
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I can use this to be
the basis of my student’s performance.
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Estimated
Time:10 minutes
Reflect on
your learning in this module.
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I learned the
different usage of assessment and how should it be used in classroom setting.
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Estimated
Time:20 minutes
Describe how you might integrate assessment methods as
part of classroom activities.
- Graphic Organizers
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Students are made to
read a story and out from the story they will use a graphic organizer to show
the sequence of the story they have read.
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- Journals and Learning Logs
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As a project, students
should made journals of everything that is happening to them everyday.
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- Discussions
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After the discussion,
I may conduct a quiz of what I have discussed.
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- Products and Performances
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I can use performance
assessment, I will have my students come up to a dance exercise for their
P.E. subject.
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Estimated
Time:20 minutes
Describe how you might include each assessment
method in your classroom.
- Observation
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I can use this kind of
assessment during group works. I will know and observe how each member
collaborate with their group.
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- Peer Assessment
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I can use this
assessment when I group my students according to their friends in some
collaborative activity that requires only a few number of members.
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- Self-Assessment
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I can use this
assessment in classroom recitations. Observing individual students the way
they deliver their answers.
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- Student-Teacher Conferences
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A conference might be
held to explore the student’s thinking and suggest next steps; assess the
student’s level of understanding of a particular concept or procedure; and review,
clarify, and extend what the student has already
completed.
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Estimated
Time:30 minutes
Explore the assessment instruments (rubrics and
checklists) shown in the table or in the Assessing Projects library. Select
and save any that you would like to use or adapt for your classroom. Note how
and when you might use the assessments.
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Assessment Instrument
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When and How I Will Use
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Rubrics
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I will use this when I ask my students to
make an output based on my give rubrics.
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Checklist
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This is used when they are made to perform
an activity and to check whether they have portrayed some of the needed.
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Estimated
Time:10 minutes
Reflect on
how implementing what you have learned in this module might change your
classroom.
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I could have a
classroom that is supprted by technology thatin most discussions there is an
interation of technology.
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Estimated
Time: 20 minutes
In this module, focus on a single project
as you complete each Your Turn activity. Note that the planning steps build on
each other.
Choose standards and write objectives for
your unit. Remember to write objectives that tie to targeted standards, are
measurable, and incorporate 21st century skills.
Unit/Project:
Animals
and Their Habitat graphic organizer
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Targeted Standards
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Objectives
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Content
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To identify the habitat of different animals
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Estimated
Time:20 minutes
Create an
Assessment Timeline for your project. Remember to plan assessments throughout the
project that meet all five purposes:
·
Gauging Student Needs
·
Encouraging Collaboration and
Self-Direction
·
Monitoring Progress
·
Checking Understanding and
Encouraging Metacognition
·
Demonstrating Understanding
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Assessment Timeline
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Before project
work begins
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During project work
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After project work
is completed
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Neatness of the activity
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Artistry and Organization of
ideas
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Review the output
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Estimated
Time: 20 minutes
To complete
your Assessment Plan for your unit, develop a table of assessment strategies
that aligns to the Assessment Timeline you created in Activity
2.
As you think
through the purpose and process for each assessment, you may need to modify
your Assessment Timeline to best meet each of your goals and objectives.
You may want
to review the Guiding Questions
document in the Module 4 section of
the Resources tab to help you write
your Assessment Plan.
Table of Assessment Strategies
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Assessment
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Process and
Purpose of Assessment
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Essays
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An essay is a writing sample in which a student constructs
a
response to a question, topic, or brief statement, and
supplies
supporting details or arguments. The essay allows the
teacher to
assess the student's understanding and/or ability to
analyse and
synthesize information.
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Classroom presentations
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A classroom presentation is an
assessment strategy that requires
students to verbalize their
knowledge, select and present
samples of finished work, and
organize their thoughts about a
topic in order to present a
summary of their learning. It may
provide the basis for
assessment upon completion of a student’s
project or essay.
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Performance tasks
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During a performance task, students create, produce,
perform, or
present works on "real world" issues. The
performance task may
be used to assess a skill or proficiency, and provides
useful
information on the process as well as the product.
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Quizzes, tests, examinations
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A quiz, test, or examination
requires students to respond to
prompts in order to demonstrate
their knowledge (orally or in
writing) or their skills (e.g.,
through performance). Quizzes are
usually short; examinations are
usually longer. Quizzes, tests, or
examinations can be adapted for
exceptional students and for
reteaching and retesting.
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1.
Adapt a rubric or checklist
that you selected in Module 2, Lesson4, Activity 2 or Module
3, Lesson 5, Activity 1. Use Assessing
Projects to adapt an assessment in your personal library, or modify an
assessment in your Course Folder using a word processor.
2.
Describe how you adapted the
assessment and how you will use it in your classroom.
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Performance Assessment- by making my students
perform through the guide of my given rubric.
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Reflect on your learning from Module 4 and
record your reflections.
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I have known so many strategies to make my
students learning fun and enjoyable.
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Activity 1:Increased Student Responsibility (Optional)
Estimated
Time:15 minutes
Considering
your students and their experiences with peer assessment, what concerns do you
have about transitioning them to be successful assessors? List your concerns
and brainstorm solutions.
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Concerns
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Solutions
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Barriers against other classmates not so
close to them.
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Make them work out
from their usual group to develop friendly relationships with their other
classmates.
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Shyness to classmates their not use to be
with.
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Make them share ideas
to other groups.
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Activity 2: Peer Feedback
Estimated
Time:30 minutes
1.
Review the Tips for Student Feedbackdocument.
2.
Create a resource to support or
scaffold peer assessment, such as a checklist, presentation, tips sheet, dialog
for modeling, and so on. You may modify any of the resources you viewed in this
activity for use in your own classroom. Consider using collaboration and
self-direction resources from the Assessing
Projects library as well.
3. Describehow you will use the support material.
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Use it to support my
discussion. It can be as a guide.
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Estimated
Time:30 minutes
1.
Review the Metacognition document.
2.
Consider the resources you
could use to support self-assessment and metacognition in your classroom.
Identify an assessment instrument you have already created, modify any of the
samples you have viewed, or use the Assessing
Projects application to create one.
3. Describehow you will use the support material.
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Use it to enhance my
students understanding.
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Activity 1: Assessment Management
Strategies
Estimated
Time:15 minutes
1. Describe how you will organize and track student assessment data.
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By comparing their pr-tests to their post-tests.
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2. Describe how you will help your students organize their assessment
data.
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By letting them
compile their worksheets for them to be able to keep track of their progress.
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Estimated
Time:15 minutes
What
assessment activities do you want to routinely occur in your classroom? What
technology do you think could help support those activities?
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Routine
Assessment Activities
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Technology
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Group presentations
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Projector, LCD
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Reporting
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Computer, Projector
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Activity 2: Reflection and Goal Setting
Estimated
Time:15 minutes
Review your
ideas for tracking and organizing student assessment data from Module
5, Lesson 3, Activity 1. How will you and your students use the
information from the assessment data?
1.
Consider how students can use
the assessment information to:
- Reflect on their learning
- Modify their goals or actions
- Revise their work
- Build on their 21st century skills, and so on
Describe
what you will have your students do with the assessment data they collect and
organize.
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Make them reflect to
their strengths and weaknesses. And work to make these weaknesses as
strengths.
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2.
Determine how you will use the
assessment data to:
- Modify instruction
- Determine proficiency
- Plan future units, and so on
Plan how you
will use student assessment data that you organize and track.
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Make students know
their progress.
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Activity 2: Grading Systems (Optional)
Estimated
Time:10 minutes
What
strategies will you use to assign grades to student work and processes?
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Estimated
Time:10 minutes
Reflect on
the learning from this module.
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Estimated
Time:20 minutes
Revisit the goals you set for assessment in
your classroom from Module 1, Lesson 4,Activity 1.Write about your progress toward those goals.
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I have seen that my
insight about teaching was really now back up of the knowledge on how to
assess my future students.
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What new goals do you have for assessment
in your 21st Century classroom? What goals do you have for your students?
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I should be a teacher
equipped of strategies and teaching skills to produce students that are very
competitive.
I should develop
students who are skillful.
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