Day 1
01 Workshop Opener 02 Prev., on U3 03 Break 04 Model Lesson U3L6 05 Reflection 06 Debugging 07 Lunch 08 Curriculum Investigation 09 Assessment 10 Break 11 Conclusions and Connections 12 Scenarios 13 Wrap Up 14 Debrief

Session 9: Assessment

30 minutes

discussion-based

Purpose

The goal of this time is for participants to familiarize themselves with the unit 3 chapter 1 project expectations while gaining confidence in providing feedback to students using the provided rubric.

Objectives

  • Become familiar with the resources available to support assessment of a summative project
  • Gain comfort in applying the project rubric to assess student work

Supplies & Prep

Room Setup:

  • Participants will work in pairs with a partner that shares a similar grading method (ABC, standards based, mastery, non-graded, etc.)

Facilitator Supplies:

Teacher Materials:

  • Computer

Agenda

Warm Up (10 minutes)

Rubric Practice (15 minutes)

Reflection (5 minutes)

Facilitation Guide

Warm Up (10 minutes)

(3 minutes) Introduction

Remarks

Up to this point, we have explored many of the main programming concepts within Unit 3 Chapter 1. Along the way, we have talked about how to integrate formative assessment in a variety of ways. Now we are going to shift to focus on summative assessment. Chapter 1 concludes with a cumulative project. In this session, our goal is to understand how to assess this end of chapter project using the provided rubric.

  • Participants navigate to U3L14 in Code Studio
  • Point out the exemplar resources in bubble 1

(8 minutes) Read and Discuss

  • Read the Lesson 14 project guide exemplar (3 minutes)
  • Discuss in table groups: What content and skills are being assessed through this project? (4 minutes)
  • Rapid Share Out: quick popcorn share of a few skills that come to mind for participants. (1 minute)

Rubric Practice (15 minutes)

Facilitator Note: This activity will likely look different for teachers who have different levels of comfort with CS content. Use the activity modifications as needed.

Teaching Tip

As you circulate, listen for participants that focus their attention on students losing points on the rubric. Although some teachers might naturally go to a space where a rubric is a way to assign points, try to refocus them on finding evidence to support a certain level of achievement. This simple shift in language helps teachers to feel more comfortable in their ability to give appropriate feedback to students. It is easier for a teacher to say there is not enough evidence to support a higher level of achievement than it is for a teacher to justify why a student “lost” points. This also refocuses the conversation around a growth mindset. (Role of the Teacher: Provide students with fair and accurate feedback on creative work in order to promote continuous growth)

Participant Instructions:

  • Navigate to bubble 1 of U3L14. Open the Sample Marked Rubrics document
  • Begin with sample one. Click on the link to view the sample project. Work with a partner to find evidence to justify why the project was scored the way it was scored on the sample rubric.
  • Continue this process with the remaining project samples

Activity Modifications:

  • When participants feel comfortable with the rubric, they can then try to assess sample projects using a blank rubric. They can then compare their assessment with the sample and discuss discrepancies with a partner.
  • Some participants might recognize a content area that they need to further explore before being able to apply a section of the rubric. Encourage them to use available reference resources to gain a better understanding of that content before returning to the rubric scoring exercise.
  • If participants move through this activity very quickly, ask probing questions about how they will incorporate project assessments into their classroom to prompt table discussions.

Reflection (5 minutes)

(2 minutes) Journal

Prompt: What role does the teacher play in summative assessment? How is this role different from formative assessment? How is this role the same as formative assessment?

Journal: Create a Venn Diagram in your journal to brainstorm your thoughts.

(3 minutes) Share Out

Discussion Goal

The goal is for participants to recognize that formative and summative assessment both serve the same purpose of providing students feedback on their learning in order to help them grow in their understanding of new content and development of new skills. They happen at different times in different ways, but the goal is the same. The goal is not the grade. The goal is growth.

The facilitator creates a Venn diagram on chart paper and adds ideas from the group share out. The facilitators ends by asking if there is anything from this share out that should be added to the “Role of the Teacher” poster.