Performance Assessment by Sara Widelski https://padlet.com/sara_widelski/bcpp4s1n74uv How can a student create their own assessment? en-us 2016-10-17 17:16:39 UTC 2025-10-02 01:40:51 UTC hello@padlet.com jennifer_brenner https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131243291 A helpful definition/example of what this means.....]]> 2016-10-17 17:33:55 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131243291 jeanette_larue https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131243557 2016-10-17 17:34:34 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131243557 One idea -  ronda_oneillwong https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131244687
  • Students were given a list of 7 types of problems they were to write.  I gave them specifics in terms of what the problems needed to include as well as level of difficulty that was expected. I graded them on a rubric in terms of what they included in their test and how well they met the expectations of difficulty and type of problems.
  • Students made TWO copies of their assessment on a template they downloaded from the class website.  One copy had just the problems they wrote and directions to follow.  The other had the problems, directions, AND step-by-step work and a solution.
  • Students brought their assessment to class on Wednesday.  After all of them were turned in, I randomly distributed them in partners.  I did use discretion and tried to partner up students at similar achievement levels in class so it was a little more "fair" in my opinion.
  • Students had a class period to take their classmate's test.  If they found an error in the problem (like it didn't make sense, it was missing information, etc) they brought it to me and I fixed it or added information.  The person who wrote the test would receive deductions for errors like these.

  • Students spent the period comparing work and answers, 
    figuring out who was right and where errors were made.Today (Thursday), students came in and got in their partners.  They spent the period "grading" the tests.  They graded both the "answer key" and the test that was taken, comparing work and answers to decide who was correct - whether that be both of them, one of them, or neither of them.  They could only use red/purple/pink/green pen all period so any changes, edits, comments, etc they made on the tests were clearly visible.  They also decided on a point value for each problem, so they had to analyze how "big" the mistakes were and how many deductions should be taken.

    • ]]>     2016-10-17 17:37:17 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131244687     Rubrics to the Rescue: Helpful rubric info and resources..... jennifer_brenner https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131245111 2016-10-17 17:38:23 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131245111 http://nobaproject.com/blog/2015-10-26-using-student-created-assessments-in-the-class-nbsp-or-how-to-get-students-more-into-their-own-learning kristy_foley https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131245240 2016-10-17 17:38:44 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131245240 kristy_foley https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131245744
    Criteria for a Meaningful Classroom Assessment

    1. Does the assessment involve project-based learning?
    2. Does it allow for student choice of topics?
    3. Is it inquiry based?
    4. Does it ask that students use some level of internet literacy to find their answers?
    5. Does it involve independent problem solving?
    6. Does it incorporate the 4Cs?
    7. Do the students need to communicate their knowledge via writing in some way?
    8. Does the final draft or project require multiple modalities (visual, oral, data, etc.) in its presentation? 
     4Cs -- Creativity and Critical Thinking (through performance-based assessments), Collaboration, and Communication (through the use of interdisciplinary writing)

    Creativity Are they students creating or just regurgitating? Are they being given credit for presenting something other than what was described?

    Collaboration Have they spent some time working with others to formulate their thoughts, to brainstorm, or to seek feedback from peers?

    Critical Thinking Are the students doing more work than the teacher in seeking out information and problem solving?

    Communication Does the assessment emphasize the need to communicate the content well? Is writing involved, as well as other modalities? If asked to teach the content to other students, what methods will the student use to communicate the information and help embed it more deeply?

    http://www.edutopia.org/blog/making-assessments-meaningful-heather-wolpert-gawron
    ]]>     2016-10-17 17:40:02 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131245744     Authentic Task:  An assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world challenges jennifer_brenner https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131246057 2016-10-17 17:40:53 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131246057 Using Bloom's Taxonomy to help students create their  ronda_oneillwong https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131246151 https://prezi.com/xxlurjtcjflg/blooms-taxonomy-student-created-assessment/]]> 2016-10-17 17:41:06 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131246151 Ed Week Article blurb... sara_widelski https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131246800 Activities which promote metacognitive thinking and ask students to reflect on their learning processes are key to the formative assessment process. When students are asked to think about what they have learned and how they have learned it (the learning strategies they've used), they are better able to understand their own learning processes and can set new goals for themselves. Students can reflect on their learning in many ways: answering a set of questions, drawing a picture or set of pictures to represent their learning process, talking with a partner, keeping a learning log or journal, etc.

    For example, in my class last month, we did a unit on "celebrating mistakes" where students reviewed important things they had learned through mistakes they had made, and discovered how much we all wouldn't know if we hadn't been willing to risk making them. The teacher can use these kinds of responses to check for student understanding, but also to check the "pulse" of the class in terms of student motivation, confidence levels, and levels of metacognition.

    ]]>     2016-10-17 17:42:45 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131246800     kristy_foley https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131247230 http://www.readwritethink.org/professional-development/strategy-guides/promoting-student-self-assessment-30102.html?tab=1#tabs]]> 2016-10-17 17:43:49 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131247230 jeanette_larue https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131247671 2016-10-17 17:44:53 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131247671 jeanette_larue https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131247882 2016-10-17 17:45:24 UTC https://padlet.com/sara_widelski/bcpp4s1n74uv/wish/131247882