The assessments that I have included in my assessment plan have been designed and incorporated specifically to support student learning and growth. In other words, the assessments are for the students, which is a key principle of assessment. To illustrate, one assessment tool I have created for my PBL project is a social media evaluation tool, in the form of a Google Form. Aside from serving as evidence of learning to me, this assessment tool helps students to focus their research and thinking while also providing a record of their insights for later use during the composition phase of their public presentation.
Another key principle of assessment met is that the assessment is faithful to the work students actually do. To illustrate this key point, students will video record a practice presentation which they will then review with a self-assessment checklist in preparation for their public presentation. This assessment opportunity enables students to honestly evaluate their presentation with regards to effective public speaking skills in conjunction with the final rubric for their eventual public presentation.
As students present their findings in the form of a public presentation proposing a strategic plan for the school district, assessment of their final products will be public, another key principle of assessment. Though I, the teacher, will assess students' presentations with a project-specific rubric, students will also be informally assessed by the sustained attention, interactions, and responses of their public audience.
Together, the assessments that I have designed for this PBL unit promote ongoing self-relfection and critical inquiry, the final key principle of assessment. Rather than being structured to deliver a grade to students, the objective of each assessment is to assist students in the process of attaining good work through an iterative process of reflection and revision.
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