Authentic Assessment Part 3 March 18 th, 2015. Review 1.28.2015 Definition of EU’s/EQ’s, an...
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Transcript of Authentic Assessment Part 3 March 18 th, 2015. Review 1.28.2015 Definition of EU’s/EQ’s, an...
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Authentic Assessment Part 3
March 18th, 2015
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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
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Today
Moving from teacher structured to student structured
Importance of student voice and choice in authentic assessments (examples shown)
Empathy exercise
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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
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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
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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.
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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
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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)
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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