Using FormativeAssesment during the

PBL Process

©Dimitri Martin

Formative assessment

Helps teachers inform instruction.

• Where am I in relation to this learning target?• What do I need to do to get there?

Helps students make informed decisionsconcerning their learning.

Assessment for learning.

• Where are my students in relation to the learning target?• How can I use remaining time to help them achieve it?

give meaningful feedback to students and specific ways to improve

The Process

• Set Expectations• Form Teams• Brainstorm Questions & Ideas• Develop the Vision• Create a Storyboard• Build the Project• Presentation of Learning

Step 1: Set Expectations• Give students the learning target in language they can understand.

• Describe why their work is important (beyond the academic).

• Share examples of high-quality completed work.

• Share checklists and rubrics to clarify your expectations for their work.

Step 2: Form TeamsHeterogeneous groups: varying levels ofacademic, social, organizational, andtechnical expertise.

http://creativeeducator.tech4learning.com/v03/articles/Collaboration

StronglyAgree

Disagree

Agree

StronglyDisagree

Step 3: Brainstorming Questions and Ideas

Step 3: Brainstorming Questions and Ideas

Step 4: Develop the Vision1. Narrow ideas

Pros Cons

Step 4: Develop the Vision2. Determine direction the project work will go.

Set goalsSpecific

Measurable

Attainable

Relevant

Timely

• track progress and measure outcome

• what makes the effort worthwhile?

• due date: accountability and motivation

• realistic: challenging, but achievable

• DEFINED, reason, purpose, constraints

Step 4: Develop the Vision

Step 4: Develop the VisionShare vision and solicit feedback.

• Teacher review• Peer feedback• Gallery Walk

"A goal without a planis just a wish."

Antoine de Saint-Exupery

Step 5: Research & Plan

Step 5: Research & Plan

• Graphic organizers• Storyboards

Students move from what they want to doto what they will do.

A goal without clear steps isjust a dream. But a goal withexplicit steps is a reality!

Provide specific, actionable strategiesStep 6: Project Building

• mini-lesson• strategies• productive practice

@HindesScience

Step 6: Project Building

• Thumbs up or down• Fist-to-five• Laundry Day

Monitoring progress: whole class

I am almost done with my work. I cansupport someone else.

I could use some feedback about mywork and how I could improve.

I know what I need to do and can doit without assistance.

I need help to clarify expectations &what I need to do to get it done.

Step 6: Project BuildingMonitoring progress: whole class

Step 6: Project Building

• Appointment clock• Turn and Talk• 2 cold, 1 warm

Monitoring progress: peer

http://monteneyelearning.org/staff/course/view.php?id=87

Step 6: Project BuildingMonitoring progress: peer

Step 6: Project Building

• Self-assessment• Exit/Admit slip• Learning journals

Monitoring progress: individual

3-2-1 - Open-ended

• List five things you learned in class today.

• What are the three most important things you learned this class period?

Review

What else? What next?

Things that make you go hmmm..• What confuses you about the material today?

• What do you wonder?

• What should we do on this topic tomorrow?

Step 6: Project BuildingMonitoring progress: individual

Step 6: Project BuildingReflection

https://chrishildrew.files.wordpress.com/2014/08/learning-journal.pdf

Step 7: Presentation of Learning

• Teams present artifacts, designs, products.• Individual team members share their learning.• Audience gives feedback.• Facilitator provides feedback and clarifies.

http://creativeeducator.tech4learning.com/2014/articles/PBL-and-Presentations

Move from presentations of productsto presentations of learning