Authentic Assessment Part 3

March 18th, 2015

Review1.28.2015

Definition of EU’s/EQ’s, an Authentic Assessment, Planning & Instruction, and Implementation

Review of the Backwards Planning processChoose a Unit you want to develop

3.4.2015Traditional vs. Authentic AssessmentsExamples of Authentic AssessmentsPair Share / Group Share of your Authentic

Assessments

Today

Moving from teacher structured to student structured

Importance of student voice and choice in authentic assessments (examples shown)

Empathy exercise

Assessments/InstructionTeacher 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

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

Case Study: Senior ProjectSenior 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.

A Healthy BalanceTeacher 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

Empathy ExerciseIn 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)

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