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dean groom

EDpuzzle - 12 views

Tom McHale

Critical Assessment Ideas from PBL World | Edutopia - 27 views

    "one theme I noticed throughout the entire conference was assessment. Assessment remains a challenge for many of us who do PBL, but I left the conference feeling more confident not only in the assessment practices I have done, but also in generally accepted best practices. Here are some of my big takeaways:"

PBL Checklists - 36 views

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    Great to discover this post!
edutopia .org

Classroom Guide: Top Ten Tips for Assessing Project-Based Learning | Edutopia - 71 views

    Newest classroom guide from Edutopia focuses on assessment strategies and tools for PBL. "Tips" are organized to follow the arc of a project.
    This classroom guide is intended to inspire and expand your thinking about effective assessment for project-based learning.  The tips are organized to follow the arc of a project. First comes planning, then the launch into active learning, and then a culminating presentation. Reflection is the final stage. Download this today and get started! 
David Wetzel

5 Creative Ways to Use Flip Cameras in Science and Math - 27 views

    The Flip camera is great for all types of projects in science and math - at any grade level. Flip cameras are small handheld video cameras that can record 30 or 60 minutes worth of video. They connect to a computer with a USB plug that "flips" out from the side of the camera. The benefits of these cameras include another means for assessing students understanding of concepts beyond worksheets and tests. Besides a teacher's record, the videos provide a digital record for parents and administrators to show a student's successes or areas which need improvement.
Julie Altmark

DigiTales - The Art of Telling Digital Stories - 17 views

    good ideas for evaluation/assessment use for ALEX LP's  good teacher reference site
Ruth Howard

Project Assessment Alternatives - Classroom 2.0 - 1 views

  • I am interested in hearing alternate approaches to assessing projects other than using rubrics. I want to  begin moving away from rubric use, as I have experienced students tend to work to satisfy the rubric rather than focus on the process of learning (isn't a rubric just another way of answering the student question "What do I need to do to get an A on the project?").  While a rubric can be constructed so as to avoid prescriptive language, and consequently prescriptive projects, they then become less effective in assessing the project overall. Further, I am hoping to encourage a more "learning for it's own sake" environment, rather than learning to get a grade as described by the rubric. Is anyone using pure narratives/personal reflections as the sole project assessment tool?  If so, what are students asked to write? Personal reflections on what was learned through the project? Summary of project goal achievement? What are you looking for in the narratives as evidence of true learning?
    Inside Ning forum
Scott Ashwell

Implementing Authentic Tasks in Web-Based Learning Environments (EDUCAUSE Quarterly) | ... - 0 views

    Merriam-Webster's dictionary defines authentic as genuine and real.6 Lebow described authentic activity as "experiences of personal relevance that permit learners to practice skills in environments similar to those in which the skills will be used."7 Brown, Collins, and Duguid described authentic activities as the "ordinary practices of the culture."8 According to Newmann and Wehlage, authentic activities are real-world tasks that a person can expect to encounter on the job, in the home, or in other social contexts.9 An important implication of these definitions is that authentic activities have the potential to foster meaningful intellectual accomplishment and learning, since authentic learning activities are directly related to students' real-life experiences.
Demetri Orlando

College Work & Readiness Assessment - Council for Aid to Education - 0 views

    This looks like an interesting way to measure 21st century and PBL skills.

edublogs: Lehmann's Philly: the same, but different. - 0 views

    Ewan McIntosh onteaching and learning
Sharon Elin

Multimedia Rubric including self evaluation - 0 views

    Includes detailed descriptions of the graduated levels of features (beginner/novice/intermediate/expert), but would be better if it were presented in descending rather than ascending order, starting with "expert ,"so students see the ideal expectations first.
Tom Hemingway

Doug Johnson Website - dougwri - Getting What You Ask For - 0 views

    Getting What You Ask For: Creating Effective Assessment Tools for Projects, Personnel, and Program. session houndouts on checklists and rubrics for pbl, prof dev, pgm mgt
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