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Using Formative
Assesment during the
PBL Process
©Dimitri Martin
Formative assessment
Helps teachers inform instruction.
• Where am I in relation to this learning target?
• What do I need to do to get there?
Helps students make informed decisions
concerning their learning.
Assessment for learning.
• Where are my students in relation to the learning target?
• How can I use remaining time to help them achieve it?
give meaningful feedback to students and specific ways to improve
The Process
• Set Expectations
• Form Teams
• Brainstorm Questions & Ideas
• Develop the Vision
• Create a Storyboard
• Build the Project
• Presentation of Learning
Step 1: Set Expectations
• Give students the learning target in
language they can understand.
• Describe why their work is important
(beyond the academic).
• Share examples of high-quality
completed work.
• Share checklists and rubrics to clarify
your expectations for their work.
Step 2: Form Teams
Heterogeneous groups: varying levels of
academic, social, organizational, and
technical expertise.
http://creativeeducator.tech4learning.com/v03/articles/Collaboration
Strongly
Agree
Disagree
Agree
Strongly
Disagree
Step 3: Brainstorming
Questions and Ideas
Step 3: Brainstorming
Questions and Ideas
Step 4: Develop the Vision
1. Narrow ideas
Pros Cons
Step 4: Develop the Vision
2. Determine direction the project work will go.
Set goals
Specific
Measurable
Attainable
Relevant
Timely
• track progress and measure outcome
• what makes the effort worthwhile?
• due date: accountability and motivation
• realistic: challenging, but achievable
• DEFINED, reason, purpose, constraints
Step 4: Develop the Vision
Step 4: Develop the Vision
Share vision and solicit feedback.
• Teacher review
• Peer feedback
• Gallery Walk
"A goal without a plan
is just a wish."
Antoine de Saint-Exupery
Step 5: Research & Plan
Step 5: Research & Plan
• Graphic organizers
• Storyboards
Students move from what they want to do
to what they will do.
A goal without clear steps is
just a dream. But a goal with
explicit steps is a reality!
Provide specific, actionable strategies
Step 6: Project Building
• mini-lesson
• strategies
• productive
practice
@HindesScience
Step 6: Project Building
• Thumbs up or down
• Fist-to-five
• Laundry Day
Monitoring progress: whole class
I am almost done with my work. I can
support someone else.
I could use some feedback about my
work and how I could improve.
I know what I need to do and can do
it without assistance.
I need help to clarify expectations &
what I need to do to get it done.
Step 6: Project Building
Monitoring progress: whole class
Step 6: Project Building
• Appointment clock
• Turn and Talk
• 2 cold, 1 warm
Monitoring progress: peer
http://monteneyelearning.org/staff/course/view.php?id=87
Step 6: Project Building
Monitoring progress: peer
Step 6: Project Building
• Self-assessment
• Exit/Admit slip
• Learning journals
Monitoring progress: individual
3-2-1 - Open-ended
• List five things you learned in class today.
• What are the three most important things
you learned this class period?
Review
What else? What next?
Things that make you go hmmm..
• What confuses you about the material today?
• What do you wonder?
• What should we do on this topic tomorrow?
Step 6: Project Building
Monitoring progress: individual
Step 6: Project Building
Reflection
https://chrishildrew.files.wordpress.com/2014/08/learning-journal.pdf
Step 7: Presentation of Learning
• Teams present artifacts, designs, products.
• Individual team members share their learning.
• Audience gives feedback.
• Facilitator provides feedback and clarifies.
http://creativeeducator.tech4learning.com/2014/articles/PBL-and-Presentations
Move from presentations of products
to presentations of learning

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Using Formative Assessment During the PBL Process

  • 1. Using Formative Assesment during the PBL Process ©Dimitri Martin
  • 2. Formative assessment Helps teachers inform instruction. • Where am I in relation to this learning target? • What do I need to do to get there? Helps students make informed decisions concerning their learning. Assessment for learning. • Where are my students in relation to the learning target? • How can I use remaining time to help them achieve it? give meaningful feedback to students and specific ways to improve
  • 3. The Process • Set Expectations • Form Teams • Brainstorm Questions & Ideas • Develop the Vision • Create a Storyboard • Build the Project • Presentation of Learning
  • 4. Step 1: Set Expectations • Give students the learning target in language they can understand. • Describe why their work is important (beyond the academic). • Share examples of high-quality completed work. • Share checklists and rubrics to clarify your expectations for their work.
  • 5. Step 2: Form Teams Heterogeneous groups: varying levels of academic, social, organizational, and technical expertise. http://creativeeducator.tech4learning.com/v03/articles/Collaboration Strongly Agree Disagree Agree Strongly Disagree
  • 8. Step 4: Develop the Vision 1. Narrow ideas Pros Cons
  • 9. Step 4: Develop the Vision 2. Determine direction the project work will go.
  • 10. Set goals Specific Measurable Attainable Relevant Timely • track progress and measure outcome • what makes the effort worthwhile? • due date: accountability and motivation • realistic: challenging, but achievable • DEFINED, reason, purpose, constraints Step 4: Develop the Vision
  • 11. Step 4: Develop the Vision Share vision and solicit feedback. • Teacher review • Peer feedback • Gallery Walk
  • 12. "A goal without a plan is just a wish." Antoine de Saint-Exupery Step 5: Research & Plan
  • 13. Step 5: Research & Plan • Graphic organizers • Storyboards Students move from what they want to do to what they will do. A goal without clear steps is just a dream. But a goal with explicit steps is a reality!
  • 14. Provide specific, actionable strategies Step 6: Project Building • mini-lesson • strategies • productive practice @HindesScience
  • 15. Step 6: Project Building • Thumbs up or down • Fist-to-five • Laundry Day Monitoring progress: whole class
  • 16. I am almost done with my work. I can support someone else. I could use some feedback about my work and how I could improve. I know what I need to do and can do it without assistance. I need help to clarify expectations & what I need to do to get it done. Step 6: Project Building Monitoring progress: whole class
  • 17. Step 6: Project Building • Appointment clock • Turn and Talk • 2 cold, 1 warm Monitoring progress: peer http://monteneyelearning.org/staff/course/view.php?id=87
  • 18. Step 6: Project Building Monitoring progress: peer
  • 19. Step 6: Project Building • Self-assessment • Exit/Admit slip • Learning journals Monitoring progress: individual
  • 20. 3-2-1 - Open-ended • List five things you learned in class today. • What are the three most important things you learned this class period? Review What else? What next? Things that make you go hmmm.. • What confuses you about the material today? • What do you wonder? • What should we do on this topic tomorrow? Step 6: Project Building Monitoring progress: individual
  • 21. Step 6: Project Building Reflection https://chrishildrew.files.wordpress.com/2014/08/learning-journal.pdf
  • 22. Step 7: Presentation of Learning • Teams present artifacts, designs, products. • Individual team members share their learning. • Audience gives feedback. • Facilitator provides feedback and clarifies. http://creativeeducator.tech4learning.com/2014/articles/PBL-and-Presentations Move from presentations of products to presentations of learning