Implementation+Member+I

Section V: Assessment of learning
 * Team Member I: Project Leader**

This section should describe how student learning will be assessed by the facilitator throughout the instructional module.

====Assessing students learning, goes through a “process by which educators determine the level of their students’ knowledge. Educators are skilled at using assessments to inform their instruction and lead all students toward higher achievement” (Saylor, 1999, para. 1). This section will express how student learning will be assessed before, during, and after by the facilitator (trainer) throughout the instructional module. “Evaluation can be either formative or summative” (Saylor, 1999, para. 3). Take a close look at how these assessments can work when using project-based learning in a K-12 environment. ====


 * //Pre-assessment strategies//** (before learning)

“A Pretest is designed to heighten the student’s awareness of the content by giving cues to the key points which in turn help the learner identify and focus on the main ideas in the unit of instruction” (Morrison, Kalman, Ross, Kemp, 2011, pg. 177). Being that our instructional time is relatively short (45min – 60min), we won’t be giving a formal pretest, however, will be asking open ended questions that serve to make the teacher-learner aware of the main points of the instruction and provide valuable information to the instructor (Morrison, et. al, 2011, pg. 177). Our Pre-assessment strategy will include the following:

1. Asking the open ended inquiry-based questions to the teachers such as; "What do you already know about PBL?" "Have you used it before?" Have a brief discussion (2-3 minutes) following the Edutopia video. 2. Survey teachers on strengths and weaknesses of unit design, interests in PBL, experience in PBL, use of interdisciplinary assessments, use of rubrics. (2-3 minutes)


 * //Formative assessment strategies//** (during learning)

Formative evaluations inform the instructor(s) how well the instructional program is serving the objectives as it progresses and is most valuable when conducted during development and tryouts (Morrison, et. al, 2011, pg. 272). To ensure that we are adjusting early on for maximum efficiency (Morrison, et. al, 2011), we will be able to determine if our teacher learners are making the appropriate connections to their example of instruction using the Think/Pair/Share board and visually communicating their ideas with other class members. By observing the teacher learners and noting suggestions from colleagues, we will be able to indicate any deficiencies in the learning sequence, procedures or materials (Morrison, et. al, 2011, pg. 274). Our strategies will include the assessing the following:

1.Question and answer during Prezi presentation 2.If the learners are able to make a connection to their example of instruction (Think/Pair/Share) 3.Choosing of unit for PBL 4.Choosing of assessment for PBL 5.Using resources effectively


 * //Summative assessment strategies//** (after learning)

“Summative Evaluation is directed toward measuring the degree to which the major outcomes are attained by the end of the course” (Morrison, et. al, 2011, pg. 276). They frequently measure efficiency of learning, cost of program development, continuing expenses, reactions toward the course or program, long-term benefits of the program (Morrison, et. al, 2011, pg. 276). Our summative evaluation will measure both the efficiency of learning as well as forecast the long-term benefits of Project-Based Learning.

There is also the opportunity for an extended type of summative evaluation (“//confirmative evaluation//”) through follow-ups with each teacher-learner regarding the progress of the PBL unit of instruction. This however will only be available during a specific defined time frame when the teachers are able to apply their PBL unit of instruction with their students. Our summative assessment will include the following:

1. General outline/table that learners can use to begin generating a PBL unit of instruction.

PBL Outline Example:

2. If the learner is able to show or create a draft of a assessment rubric which is applicable to their PBL unit of instruction.

//Rubric Example://

References:

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). //Designing effective instruction// (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

====Saylor, S. (1999). //What Is Assessment of Learning?// eHow.com. Retrieved from http://www.ehow.com/facts_5929463_assessment-learning_.html ====