M5 U2 Activity 1: Assessing Project Based Learning
Project Description
Overview Project-based learning is an effective way to teach not only content, but also to help students build social-emotional and twenty-first century skills and character. Project-based assessments are a type of performance assessment. Conventional multiple choice tests are not appropriate for a project based unit. Project-based assessments ask students to make or do something in order to demonstrate what they have learned. In this activity, you will create a project based assessment related to a project based unit you have created, taught or thought about teaching. A unit is typically a group of lessons that cover a particular topic or standard in a subject area and can span over a few weeks.
Performance outcomes
Candidates will create a rubric to assess performance in a project-based learning unit.
What will you do?
In the virtual classroom, discuss the importance of parallel language in rubric creation. Allow the following questions to guide your discussion:
What is parallel language and how does it apply to rubric writing?
How do you select rubric criteria that is most relevant?
How can you ensure that your rubric is assessing the quality of the student work?
How can you ensure that your students know what is expected of them during a project based learning activity/assessment?
How would you implement a project-based unit in a virtual or hybrid learning environment?
Select a project-based unit you have or will teach to your students. Write a brief summary of the unit and include the project objective(s), project description, skills and the grade level of your students.
Create an age-appropriate rubric for the final evaluation of your unit that can be used as a tool for learning. Consider how students can use this rubric for both self and peer review. Include content as well as skills and be sure the rubric allows for goal-setting and growth. Consider using one of the rubric makers or tools listed in the Activity Resources.
Submit the rubric as well as any other supporting resources you would utilize to assess performance-based learning.
Report Requirements
Summary of project-based unit
Project rubric
Notes If you are working with young children, you may want to consider making two rubrics; one that the students can use to self and peer assess and one that you will use to evaluate their performance.
(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)
My Work
Project Overview (Summary)
Project objective(s):
This project explores and develops students' understanding of the Chinese New Year celebration with an emphasis on their home countries (traditions, symbols, facts, etc.). Therefore, it helps students to use the Chinese skills which they have learned to share information about the cultural differences and similarities of new year celebrations of different countries around the world.
Project description:
Students work in small groups according to their skill level. Students will spend 1 hour each week to design and edit a storyboard.
Completion of the storyboard requires the use of relevant language, vocabulary and grammar that was covered in sections 1-5 of Easy step to Chinese Book 1 and Book 2.
Students will create a 10-15 minute group presentation using PowerPoint. This will be completed in Chinese and presented in class.
Students will reflect on their work and produce a short written self-reflection. This will be completed individually and give students the opportunity to describe their role and reflect on how well they feel they completed the project.
Skills: Collaboration, Communication, Critical thinking, Problem solving.
Class: CSL (Learning Chinese as Second Language), Intermediate
Grade level: 6-12
Resources that will be used: Easy step to Chinese Book 1 and Book 2 (see below for a detailed list).
Rubric for teacher:
Rubric for Self-assessment
Rubric for Peer reviews
Resources
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