Category Archives: Ed Tech 542
- Knowing what you will assess makes designing lessons easier. You know what students will need to have mastered at the end of the unit rather than coming to the end and trying to throw an assessment together.
- As the designer, you get to decide the standards and what students need to produce or demonstrate to show mastery. You are not locked into a publisher’s notion of what or how to assess.
- When you have a summative assessment to work from, there is more accountability in the instructional process.
- Having formative assessments built in helps monitor how students are progressing. These checkpoints provide opportunities to celebrate successes while identifying when re-teaching and enriching is needed.
- Using multiple measures allows students to demonstrate learning in a variety of ways and provides documentation of student growth.
What I gathered from this we is writing the driving question sets the foundation for the project and the essence or what you will assess. The subsequent questions guide the students progress by asking key open-ended questions. I can see the need to revise and add to the list of questions as students begin working on the project, keeping in mind they aren’t assessments but prompts to keep the students moving through the process of creating the end product.
Click on the link for a larger version Driving Question for The Case of the Ooze