Day 1
01 Welcome 02 Model Lesson 03 Model Lesson Reflection 04 Wrap Up
Day 2
05 Welcome 06 Summary of Curriculum Investigation 07 Assessment 08 Scenarios 09 Wrap Up

Session 7: Assessment

20 minutes

discussion-based

Purpose

The goal of this session 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

Workshop Modality:

  • Whole group
  • Individual
  • Breakout Rooms

Facilitator Supplies:

Teacher Supplies:

  • Computer with webcam
  • Video conferencing software

Agenda

Understanding the Project (8 minutes)

Rubric Practice (12 minutes)

Facilitation Guide

Understanding the Project (8 minutes)

(1 min) Context

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. This project guide is the write up that students complete to accompany their program, and reading it will give you a sense of what the project is all about. While you read, reflect on what content and skills are being assessed through this project.

(4 mins) Read Project Exemplar

Individually

(3 mins) Whole Group Share Out

Prompt: What skills and content are being assessed throughout this project?

Quick popcorn share of a few skills that come to mind for participants.

Rubric Practice (12 minutes)

(1 min) Context

Remarks

For each project in the curriculum, there are a set of ‘sample marked rubrics’ which are meant to show a range of student solutions, from extensive evidence to no evidence on the rubric. In breakout rooms, we are going to look at some sample projects along with their ‘sample marked rubrics’ to find evidence to justify why the project was scored the way it was scored on the sample rubric. As a group in your breakout room, you should feel free to share screens if that will make the exercise easier for you and your partners.

(8 min) Small Group Discussion: Breakout Rooms

Facilitator Tip

As you circulate, listen for participants that focus their attention on students losing points on the rubric. Although some participants 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 participants 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 the U3L17 Lesson Plan. Open the "Interactive Cards - Markered Rubrics" document in the "For the teachers" section.
  • Begin with sample one. Click on the link to view the sample project. Work with the small group 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

If participants move quickly through the discussion, encourage them to consider how they will incorporate project assessments into their classroom.

Producer Instructions: Prepare breakout rooms with three to four participants in each room.

Transition: Send participants to breakout rooms.

Circulate: Circulate the breakout rooms.

(3 min) Whole Group Discussion

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.

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?