Assessment of authentic learning tasks -- I am still struggling with how to effectively evaluate such tasks.
The CSI: Cemetery Scene Investigations project invites students to look at cemeteries as primary sources. Students use technologies like GPS and digital cameras in order to explore the question - Why is the preservation of local cemeteries important? From what I can tell of this project, it appears to have a great deal of potential as an authentic learning experience. The assessment piece of this project, however, was quite disappointing -
Cemetery Scene Investigation Evaluation Rubric .
Students are giving marks for the number of items listed within a chart, and the length of their background information (ie. 1-2 paragraphs - meets expectation, but 2+ -exceeds expectation). In their reflective essays, students are given 'exceeds expectation' if their reflective essays contains "many unique insights". I wonder if the students know what this means!
In a project with so much potential for learning, is it right to evaluate the quantity of work that the student produces? Should the guidelines be more specific to the intended learning outcomes? Does this type of assessment reflect 'real world' methods of assessment?
What would be a better way to assess the student's learning?
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I think this is where Assessment FOR learning OF learning and AS learning plays a role. Digital photography/video, conversations, anecdotals, pictorial, symbolic representations all play a role. In a project you need to intentional, deliberate and planned in your assessment before and as you continue project work I believe.
ReplyDeleteJust my thoughts.
One effective strategy that I've seen used in the classroom is to have students keep a regular reflective on-line journal. This provides formative assessment opportunities on an ongoing basis. It also has the benefit of correcting misunderstandings as they occur. Blogging can be another good way to support this.
ReplyDeleteI think both Dale and Doug hit upon two important assessment considerations: the weaving of assessment into the design and ensuring it is an on-going and cumulative process.
ReplyDeleteI think adding (or weaving) a peer-evaluation component could also be helpful.
Thanks for mentioning our CSI:Cemetery Scene Investigation unit on your blog. I may have forgotten to mention (when I chatted with you on CR2.0) that the students who did the project are in a special education pullout program for gifted kids--we do not give grades so we didn't really need an assessment tool that would determine who got an "A", "B" etc. With our population (top 1%) almost 100% of the kids are engaged and did their part. Our students do know what "insights" are and knew the 'expectations' going into the project. Assessment has to be authentic, too--and meet the needs of the clientele. That sounded cranky--I'm not and it wasn't meant to be. haha.
ReplyDeleteBTW, I don't know if I mentioned one of my blogs http://averyoldplace.blogspot.com--I highlight projects and websites with a focus on primary sources.
ReplyDeleteAlso here's our student blog http://areallydifferentplace.org 4-6th graders
Yes...I just took a look at your averyoldplace.blogspot.com today...it is an amazing resource!
ReplyDeleteThanks also for clarifying about the specific population that you are working with. I also think the 'not giving grades' must be the best part! What fun to see these kids engaged, and learning so much, without the need to categorize them. I think, now that I understand your clientele, that the purpose of the posted rubric is to set out the criteria for the activity and not some much evaluating student learning.
http://areallydifferentplace.org/node/268 - just checked out the Broken Arrow Enhanced Learning Center Blog - I love this site! What a great place for students to publish their work - and to comment to other's work. Student's participating in the writing and publishing process.
ReplyDeleteIt would also be neat if professional writer could also participate in this process...imagine there were some professional 'writers in residence' who also contributed to a blog on this site. They could respond to the student's writings and vice versa....could be interesting!