Assessing What Matters Most - nesacenter.org€¦presented by Jay McTighe and Giselle Martin-Kniep Educational Consultants [email protected] [email protected]. Assessing What

presented by

Jay McTighe and Giselle Martin-KniepEducational Consultants

[email protected] [email protected]

Assessing What Matters Most

C

CCC

© 2015 Jay McTighe 2


What is our purpose in this workshop? 5 Contextsettingandaudienceidentification Are we assessing everything of value? 15

How do we insure that we have a comprehensive assessment system in our school? 20 An Assessment Planning Framework Curriculum Mapping 3.0

How do we assess what we have? Assessment Audit 15

What does good performance assessment look like? Review of sample assessments and task review criteria 25

How do we develop effective assessment tasks? How do we align our assessments to targeted outcomes/standards? 25 -- Break -- 10

How do we endure that our assessments tap higher order thinking? 15

How do we establish an authentic context for performance tasks? 15

How and why do you revise? 10

How do we evaluate student performance and communicate what matters? 10 What guides our assessment designs? 15 Assessment Task Templates and Blueprints

Assessing What Matters MostAgenda

Topic Time Frame



Glossary of Key Terms

Analytic Trait Rubric - a scoring tool which evaluates performances according to selected traits, with each trait receiving a separate score. For example, a piece of writing may be evaluated ac-cording to organization, use of details, attention to audience, and language usage/mechanics. Trait scores may be weighted and/or totaled.

Assessment - any systematic basis for making inferences about characteristics of people, usually based on various sources of evidence; the global process of synthesizing information about indi-viduals in order to understand and describe them better.

Authentic - refers to tasks that elicit demonstrations of knowledge and skills in ways that they are appliedinthe“realworld.”Anauthenticperformancetaskalsoengagesstudentsandreflectsthebest instructional activities. Thus, teaching to the task is desirable.

Balanced Assessment - has two connotations: 1) balance in format (e.g., selected response, essay, performance task); and 2) balance of purpose (pre-assessment, formative and summative/evaluative). Criteria - guidelines, rules, or principles by which student responses, products, or performances are judged.

Evaluation - judgment regarding the quality, value, or worth of a response, product, or perfor-mance based upon established criteria. Evaluations are usually based on multiple sources of infor-mation.

Formative Assessment - ongoing diagnostic assessment providing information to guide instruction and improve student performance.

Holistic Rubirc - a scoring tool yielding a single score based upon an overall impression of a product or performance. In holistic scoring, judgments are made by evaluating products or perfor-mances against others within the same pool, rather than against pre-established criteria.

Performance Task - an activity that engages students to apply their learning and develop a product or performance. A performance task can be used as a rich learning experience and/or an assess-ment. Since performance tasks generally do not have a single “correct” answer or solution method, evaluations of student products or performances are based on judgments guided by criteria.

Standards - goal statements identifying the knowledge, skills, and dispositions to be developed through instruction in the content areas.

Summative Assessment - culminating assessment for a unit, grade level, or course of study providingastatusreportonmasteryordegreeofproficiencyaccordingtoidentifiedlearningoutcomes.



Five Principles of Sound Assessment

Principle #1 – Assessment should serve learning.Thefirstprincipleassertsthattheprimarypurposeofclassroomassessmentistoinformteachingand improve learning, not to sort or select students or generate grades. Of course, evelaution is one important purpose of assessment, but this puprose should not trump the principle. Principle #2 – Multiple measures provide a richer picture.Assessment is a process by which we make inferences about what students know, understand, and can do based on information obtained through assessments. Educators sometimes loosely refer to an assessment as being valid and reliable. However, a more precise conception has to do with the extent to which the results of an assessment permit valid and reliable inferences. Since all forms of assessment are susceptible to measurement error, our inferences are more dependable when we con-sider multiple measures; i.e., various sources of evidence. Consider this principle in terms of a pho-tographic analogy. A photo album typically contains a number of pictures taken over time in different contexts. When viewed as a whole, the album presents a more accurate and revealing “portrait” of an individual than does any single snapshot.

Principle #3 – Assessments should align with goals.To allow valid inferences to be drawn from the results, an assessment must provide an appropriate measure of a given goal. Since teachers typically direct their instruction toward different types of goals, we need an associated variety of assessments in order to gather the proper evidence of learn-ing. To extend the photographic analogy, a diversity of educational goals implies that we should include a variety of types of pictures in our assessment photo album.

Principle #4 – Assessments should measure what matters.You’ve no doubt heard aphorisms such as, “We measure what we value,” “What gets measured is what gets done,” or “It only counts if it counts.” Indeed, what we assess sends strong messages to students about what learning outcomes are valued. Learners are quick to pick up on this as they move through school. “Will this count?” is an irritatingly familiar student query, and they quickly conclude that if a teacher does not assess something, “it doesn’t really matter.” This principle raises straightforward and vital questions for teachers, teams and schools to consider: Are we assessing all of the Standards? Everything that we value? What matters most? Or do most of our assessments simply target those outcomes that are easiest to test, measure and grade?

Principle #5 – Assessments should be fair.The principle of fairness in classroom assessment simply means giving all students an equal chance to show what they know, understand, and can do. Large-scale achievement tests are typically stan-dardized and are intended to be “fair” since all students are assessed in an identical manner.However, one aspect of fairness has to do with allowing learners to demonstrate their learning inanappropriatemanner.AstudentwhohasreadingdifficultiesorisnotfluentinEnglishmaynotunderstand a written test question or the task directions, even though they might understand the testedcontent.Insuchcases,a“onesize,fitsall”assessmentmaynotbeafairrepresentationoftheirlearning.



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adapted from McTighe and Ferrara (1997). Assessing Learning in the Classroom. Washington, DC: National Education Association

❏ ❏


© 2015 Learner-Centered Initiatives, Ltd. 8

© 2015 Learner-‐ Centered Initiatives, Ltd. All rights reserved. May not be modified, reproduced, or distributed without permission 1

How do you ensure alignment to Standards? Activity: Please select one of the examples on the following pages and determine the level of alignment for each assessment using the given target.

Strong Alignment

The assessment/learning activity clearly aligns to the standards/target; the assessment/activity and the target are almost one in the same. The language of the standard is explicit. You could confidently infer or conclude the level of student learning/understanding for the target.

Moderate Alignment

The assessment/learning activity addresses the standard/target; the target is included in the learning experience but is not the primary focus. The language of the standard/target is implied. You would need an additional data point to confidently infer the level of student learning/understanding for the target.

Weak Alignment

The assessment/activity misses the standard/target; it might prepare students for the standards/target, but doesn’t address it. You could not assess level of student learning/understanding for the target.




Example 1: Elementary Level

Standard/Target: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Assessment

How would you rank the alignment of this task to the intended

target? A. Students read summaries of six classic fairy tales and select

one to read that think will help them answer the essential question, “What is beauty?” After reading the full text of the fairy tale (either Grimm’s or a modern re-‐telling depending on their reading level), they use a graphic organizer to identify which details from the story support the essential question.

B. The teacher reads three versions of Stone Soup to the class. She leads a class discussion on the common central message of the stories and how it is conveyed in each. The teacher documents who contributes.

C. Students read a Greek myth, “King Midas and the Golden Touch” and recount the story in their journal.

D. The teacher reads several of Aesop’s fables to the class. The class creates a chart that identifies the key details and moral of each story.

E. Students keep a reading response log as they read “Little Red Riding Hood” stories from different cultures. In their log students • recount key details from each story and identify its message • explain the cultural setting of the story • explain how the cultural setting impacts the story • explain how the stories explain the same message




Example 2: Middle School STEM Standard/Target: 7.G.01.S: Solve problems involving scale drawings of geometric figures,

including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Assessment


target? A. Students respond to true-‐false questions about scale and

geometric figures.

B. The teacher leads a discussion about how to reproduce a scale drawing and documents who contributes.

C. Students are asked to draw 2 pictures, one that shows a geometric shape and ¼ scale and one at 2x scale and explain how they decided to the make the conversions.

D. Students are provided a scale drawing of the NYC skyline and provided the actual heights of several key buildings. They are charged with determining the scale of the drawing and the actual height of two additional buildings in the drawing.

E. Students are given an architect’s scaled blueprints for a mosaic in a hotel lobby and need to identify the actual size of the tiles for the lobby. They are also provided a cost list for various geometric shapes from a floor supplier and need to calculate the cost of the floor. As a part of their project, they can decompose shapes to create other shapes (using a square tile to make 2 triangles).




Example 3: Intermediate Physical Education

Standard/Target: Students will develop and implement a personal fitness plan based on self-‐assessment and goal setting, understand physiological changes that result from training, and understand the health benefits of regular participation in activity.

Assessment


target? A. The teacher reads a story about Arthur Ashe to the class. The students

draw a picture about something they learned from listening to the story and then write three facts about Ashe’s life.

B. Students develop a plan based on the kind of athlete they want to be. They develop goals based on the life of their favorite athlete and write a letter to the athlete with suggestions for improving his or her performance.

C. The students work in small groups to develop a health profile for their team. They support each other as they complete self-‐assessments by counting push-‐ups, timing runs, etc. Each group sets a team goal and each member sets a smaller objective to support the team goal. Throughout the year, the team helps support each other as they work towards their goal. Students write a reflection each marking period on their progress.

D. The students learn about goal setting by listening to several visiting athletes. After each guest speaker, the students set a goal and determine one health benefit of participating in that particular sport. They write a letter to their healthier selves congratulating themselves on meeting goals.


© 2015 Learner-Centered Initiatives, Ltd. 12 © 2015 Learner-‐ Centered Initiatives, Ltd. All rights reserved. May not be modified, reproduced, or distributed without permission 5

Example 4: Intermediate Music Standard/Target: Create short pieces consisting of sounds from a variety of traditional,

electronic, and nontraditional sound sources

Assessment


target? A. Students respond to true-‐false questions about different types of

traditional sound sources.

B. The teacher leads the class in creating an original song using a piano and empty pots and pans.

C. Students are asked to draw 2 pictures: One that shows examples traditional instruments, one showing non-‐traditional source sources.

D. Students are asked to create a four-‐bar musical piece using their bodies and any instrument they find in a grab bag (i.e. triangle, tambourine, etc.) They work with the teacher to add a keyboard component.

E. Students listen to pieces of music on non-‐traditional sound sources and write a critique of the quality of the music.


© 2015 Learner-Centered Initiatives, Ltd. 13© 2015 Learner-‐Centered Initiatives, Ltd. All rights reserved. May not be modified, reproduced or distributed without permission

Sample Assessments

Insects Galore (1st grade) Students … • select a specific insect to research • use a variety of non-‐fiction materials (books, magazines, websites, videos) to gather

information about the insect chosen • take notes using graphic organizers about the insect’s physical appearance, eating habits,

habitat, reproduction and other interesting information. • keep a research journal about the research process and use their notes to draft and revise a

chapter for a class book titled “Insects Galore!” • conference with a peer about the content of their drafts during writing workshop and submit a

draft to the teacher for feedback. • revise and edit the draft for publication and use the classroom desktop publisher to create their

chapter and to scan and/or import illustrations of their insect. • write a publication announcement to be printed in the school newspaper and to be announced

during morning announcements.

Mock Trail of Tears and Human Rights (4th grade)

Students: • spend a school day being forced to move from room to room and reflecting on that experience • share their feelings and compare/contrast them to those of the Cherokee Native Americans

over the course of a week • identify and investigate a human right that needs to be protected • select a writing mode (poem, narrative, journal, etc.,) to demonstrate their understanding of

that human right • guided by the teacher, draft a rubric for persuasive writing • write a persuasive letter to an agency charged with protecting that right • self and peer assess using the rubric • select the best letters, sign them as a class and send them to the pertinent agencies.

What does what we eat say about us? (Middle School) Students … • explore the topic of food choice to learn how to analyze and navigate informational texts • use textual evidence to write an essay analyzing how the Michael Pollan organized and

developed his argument regarding the omnivore’s dilemma in his chapter, “The Omnivore’s Dilemma” (The Omnivore’s Dilemma Young Reader’s Edition).

• write an article for the school’s newsletter stating their opinion on how and what we should eat.

Is an individual responsible to society or himself? (Middle School)

Students … • use their written literary responses and research to write a persuasive essay answering the

essential question, Is an individual responsible to society or himself? In the essay, they: • introduce whether he believes an individual is responsible to society or himself • acknowledge the opposing point of view • provide reasons supporting his belief, citing specific evidence from text


© 2015 Learner-Centered Initiatives, Ltd. 14© 2015 Learner-‐Centered Initiatives, Ltd. All rights reserved. May not be modified, reproduced or distributed without permission

• organize reasons and evidence logically • use words, phrases, and clauses to create cohesion and clarify the relationships among

reasons, and evidence • provide a conclusion that summarizes the argument presented

• participate in a school-‐wide debate with teachers and administrators around the same question. After the debate, they write a personal reflection about how their understanding of the question may influence the decisions they make in the future.

Digital Debate Team – High School

Students… • use computer technologies to practice online communication, debating, and blogging • learn how to design and produce a group webpage to establish an online presence

• work in groups to design web pages • use a rubric to self-‐assess and revise the web page • use feedback from peers to revise web pages

• work in groups to conduct internet research around a controversial topic of their choosing • evaluate sources for reliability and accuracy of information • develop a class rubric for persuasive essays • draft persuasive essays and revise using the rubric • publish persuasive essays online

• read and respond to each other’s essays, adding supplementary links/evidence as necessary • participate in oral debates that are recorded and televised by the local/school news team and

posted on the school website • complete a reflection about their learning at the end of the project

New School Hip-‐Hop Studio – High School Students work in small groups to produce an album of original music with a twist; all the songs have a positive message and are designed to teach relevant content in the humanities and sciences. They: • self-‐assess their ability to work collaboratively using a rubric • research the content for the songs, write the songs, and provide feedback to each other during

the process • use a checklist for quality during the writing and feedback process • perform the songs until they are ready to record • learn to use a digital recording program to record, edit, and burn a CD of their work • create an advertisement campaign for the sale of the cd • produce and sell cd’s at district events • identify and research a charity to send proceeds to.

Waste Generation and Disposal – High school In this parallel unit on waste and waste management in AP Environmental Science and inferential statistics in M2 Algebra 2, students… • work with a specific waste stream product found during trash data collection such as glass,

paper, or plastic water bottles. • creates a persuasive campaign to educate members of the school community about the specific

issues related to the disposal of their waste stream component and evaluate possible solutions to these issues.

Sample Assessments



Performance Task ExamplesExamine the performance task vignettes on the following pages. What distinguishes these tasks from typical test “items”? What common features or characteristics do these share?

State Tour – (History, Geography, Math, grades 5-8) A group of nine foreign students is visiting your school for one month as part of an international exchange program. (Don’t worry, they speak English!) The principal has asked your class to plan and budget a four-day tour of [your state or region] to help the visitors understand the state’s impact on the history and development of our nation. Plan your tour so that the visitors are shown sites that best capture the ways that [your stateorregion]hasinfluencedournation’sdevelopment. You should prepare a written tour itinerary, including an explanation of why each site was selected. Include a map tracing the route for the four-day tour and a budget for the trip.

Musical Score – (Music, 3- HS) You have been chosen to select a repertoire of three to four songs for your chorus to perform at the retirement gala for Mrs. Jones (a beloved retiring teacher). Give your reasons for the songs you have chosen and for the performance sequence you propose.

Spot Remover – (Science - secondary) Chris wants to decide which of two spot removers is best. First, he tried Spot Remover A on a T-shirt that had fruit stains and chocolate stains. Next, he he tried Spot Remover B on jeans that had grass stains and rust stains. Then he compared the results. Explain what did Chris do wrong that will make it hard for him to know which spot remover is best. Redesign the experiment to help him determine the best spot remover.

Exchange Student – (World Languages) You are an exchange student in a school in [insert name of country]. A local radio station will be interviewing exchange students to learn how they celebrate holidays in their home countries. You have been asked to speak about your favorite celebration backintheUnitedStates.Topreparefortheinterview,recordafive-minutetalkin[target language] which you offer a detailed description of the origin of this celebra-tion and describe the major activities, foods, and special memories for your selected celebration.



Performance Task Examples

Burglar Alarm – (Science – upper elementary) Since you have learned about electric circuits, you have been asked to design a prototype of a burglar alarm to be used in homes and public buildings. Using the equipment and materials provided (batteries, wires, bulbs, electric buzzers and bells; various “building” materials), design and construct a working model of a burglar alarm that would notify a building’s occupants of a “break in.” In addition to a working model, include a diagram of the circuit(s) used to explain how the alarm works.

See My World – (Visual Art – middle school)You have recently analyzed the narrative work of Faith Ringgold to identify ways shecommunicated ideas about her world. Think about your own world – your family, friends, hobbies and interests, daily experiences, and the things that are important to you. Select a drawing or painting medium, or use mixed media to create your own narrative work that visually communicates personal ideas about your world.

Spot Remover – (Science, middle school) Chris wants to decide which of two spot removers is best. First, he tried Spot Remover A on a T-shirt that had fruit stains and chocolate stains. Next, he he tried Spot Remover B on jeans that had grass stains and rust stains. Then he compared the results. Explain what did Chris do wrong that will make it hard for him to know which spot remover is best. Redesign the experiment to help him determine the best spot remover.

Just Swinging Around – (Physics) Your design team has been asked by the City Park Department to construct a model for a new playground near the elementary school. The playground will have swing sets and see-saws. For the safety of the children who will be using the playground equipment, you must design your swings so that they don’t swing too fast or “loop-the-loop “ over the top of the swing set. Design and conduct an experiment to determine how the variables - length, mass, height of release - affect the rate of back-and-forth movement of a swing. Be prepared to present yourfindings,recommendations,andademonstrationtotheCityParkofficials. Source: A Tool Kit for Professional Developers: Alternative Assessment

Here I Come! (Language Arts, elementary) Your principal has asked all students to write a letter to next year’s teacher to help the teacher prepare for the new class. Write a letter telling your new teacher about yourself as a learner.Besuretotellwhatyoufindeasytolearn,whatismostdifficulttolearn,andhowyou learn best.



CRITERIA

1. The task addresses/assesses targeted standard(s)/outcome(s) and one or more of the 4C’s – critical thinking, creativity, communication, collaboration.

2. The task calls for understanding and transfer, not simply recall or a formulaic response.

3. The task requires extended thinking and habits of mind – not just an answer.

4. The task is set in an “authentic” context; i.e., includes a realistic purpose, a target audience, and genuine constraints.

6. The task includes criteria/rubric(s) targeting distinct traits of understanding and successful performance; i.e., criteria do not simply focus on surface features of a product or performance.

7. The task directions for students are clear. Optional: 8. The task allows students to demonstrate their understanding/proficiencywithsomeappropriatechoice/variety(e.g.,ofproductsor performances).

9. The task effectively integrates two or more subject areas

10. The task incorporates appropriate use of technology.

Other: _________________________________________________

________________________________________________________

Performance Task Review Criteria

3 2 1

KEY TO RATINGS: 3 = extensively 2 = somewhat 1 = not yet

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1


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This checklist is intended to 1) support the development of assessments that produce learning. 2) guide the design and revision of performance-‐based assessments that are rigorous, meaningful and authentic. 3) support the understanding and use of best practices in assessment. 4) be used as both a self-‐assessment tool and a feedback tool.

Checklist for “Assessment to Produce Learning”

Curriculum Embedded, Authenticity, Thinking Demand and Types:

p The assessment task is crafted to support student learning and not just measure learning. It is embedded in the curriculum and is not treated as a test.

p The assessment task involves students in plausible or realistic problems/tasks with audiences

and/or purposes beyond the classroom. Students are working authentically, as professionals would outside of schools.

p The assessment task combines types of tasks. Students communicate knowledge and/or skills

through written, artistic, oral, mathematical, or technological demonstrations and/or products that require high levels of thinking and different types of knowledge.

p Students have opportunities to reveal their thinking processes through reflection prompts, process statements and/or self-‐assessment with criteria.

p The assessment task demands rigor and requires disciplined inquiry: asks students to research in

a variety of ways, use a variety of resources, and/or generate inquiry questions to pursue.

p The task provides flexibility in content or strategies or products that allows for student choice.

p The task allows students to work independently at times and cooperatively at other times to plan, share thinking, research and/or give feedback.

Standards and Alignment

p The standards are explicitly stated in terms of what students will know or be able to do.

p The standards are supported with specific indicators that provide guidance for 1) teacher design and assessment and 2) student performance.

p The assessment task and the criteria for quality (checklist and/or rubric) are completely and

accurately aligned to the identified standards.

p Alignment is explicit (codes in parentheses) and the language of the standards is evident.


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Feedback

p The assessment process allows for descriptive and specific feedback to students that will support revision before grading.

p Feedback is structured to allow for the identification of strengths and weaknesses so that o students can address weaknesses during revision. o teachers can address weaknesses during re-‐teaching, conferring, small group instruction.

p Feedback is timely – given when students can use it and it can inform instruction/coaching.

p Students have opportunities for self-‐assessment (supporting metacognition) and/or peer assessment, using prompts and/or specific criteria for quality.

Feedback options include:

a. individual feedback from teacher using a checklist b. individual feedback from teacher using a rubric c. individual feedback from teacher in note form d. self-‐assessment and reflection using a checklist e. self-‐assessment and reflection using a rubric f. peer-‐assessment with checklist, rubric or guiding questions (this may require modeling,

coaching and/or monitoring) g. small group written or verbal, descriptive feedback from teacher h. whole group written or verbal, descriptive feedback from teacher

Clear Expectations and Criteria for Quality

p Criteria in checklists and rubrics clearly and specifically communicate what quality looks like in a way that can easily understood by students. (see checklist for quality rubrics)

p Models and quality criteria are used to illustrate quality and to support self-‐assessment and goal

setting.

p Students see and use the rubric criteria (in checklist form or in rubric form) before and during the assessment process.

Differentiation and Attention to Special Needs

o The assessment, or portions of the assessment, is differentiated to attend to the needs of English Language Learners, gifted learners, and/or students with disabilities. Differentiation strategies include:

a. Adjusting the amount of content students work with. b. Allowing for different products so that students have choice and can work from strengths. c. Supporting students during the process in different ways (varying questions, scaffolds,

supports, amount of time).



Performance Tasks:

Other Evidence:(e.g., tests, quizzes, prompts, work samples, observations, etc.)

You Are What You Eat – Create a picture book to teach 1st graders about “healthful” eating and health problems that may result from poor nutrition.

Camp Menu – Design a “balanced” 3-day menu for meals and snacks for a weekend camping trip. Explain why your menu plan is both healthy and tasty.

Note: Both performance tasks will be evaluated with rubrics.

Quiz on the food groups and their nutritional benefits

Skill Check on reading and interpreting nutrition information on food labels.

Unit Test on health problems caused by poor eating.

Student Reflection on Daily “eating” Journal - • To what extent are you a “healthy” eater? • What could you do to become more of one?

A Collection of Assessment Evidence (example - 4 week unit on Nutrition for grade 6)



Depth of Knowledge

Dr. Norman Webb developed the Depth of Knowledge (DOK) framework to distinguish four levels of rigor and cognitive complexity. The DOK framework pro-vides a common language and a frame of reference to help educators understand “rigor,” or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. Many State Departments of Education have used the DOK Framework in devel-oping state assessments. Here is a summary of the four levels of the DOK Framework and the asks at this

Level 1 •Requirestudentstoreciteorrecallinformationincludingfacts,formulae,orsimple procedures. •Mayrequirestudentstodemonstratearoteresponse,useawell-knownformula, followasetprocedure(likearecipe),orperformaclearlydefinedseriesofsteps. •Typicallyfocusona“correct”answer.

Level 2 •Focusonapplicationofbasicskillsandconcepts. •Involvesomereasoningbeyondrecall. •Requirestudentstoperformtwoormorestepsandmakesomedecisionsonhowto approach the task or problem.

Level 3 •Requirestrategicthinkingandreasoningappliedtosituationsthatgeneraldonot have a single “right” answer. •Requirestudentstogobeyondtheinformationgiventogeneralize,connectideas, evaluate, and problem solve. •Expectstudentstosupporttheirinterpretationsandconclusionswithevidence and to “explain their thinking.”

Level 4 •Requireextendedthinkingandcomplexreasoningoveranextendedperiodoftime. •Expectsstudentstotransfertheirlearningtonovel,complexand“messy”situations. •Requiresstudentstodeviseanapproachamongmanyalternativesforhowto approach the task or problem. •Mayrequirestudentstodevelopahypothesisandperformcomplexanalysis.



DOK Level

Reading Tasks require: Mathematics Tasks require:

1

• verbatim recall of a text • only basic, literal comprehension • basic paraphrasing of specific details from the text • support for ideas by reference to details from the text • use of a dictionary to find the meanings of words

• recalling information (e.g., a math fact or definition) • performing a one-step, well-defined procedure (e.g., an algorithm or formula) • “plug in” numbers into a given algorithm • follow a set procedure with a clearly defined series of steps

2

• some inference/interpretation of textual information • summary of main idea(s) • prediction of an outcome based on text information • use of context cues to identify the meaning of unfamiliar words

• applying some mathematical reasoning to: - multi-step, yet routine, problems - one-step, simple word problems • collecting, classifying, organizing, and comparing simple data • organizing and displaying simple data in tables, graphs, and charts • interpreting non-complex numerical information

3

• comprehension and interpretation of abstract ideas (e.g., metaphor, analogies) • going beyond the literal text by summarizing, generalizing and connecting ideas from multiple sources • support for inference/interpretation with textual evidence and reasoning • critical analysis; for example, - author’s style in literature - distinguishing fact and opinion - recognizing bias or flawed

reasoning

• application of sound mathematical reasoning to multi-step, non-routine problems • analysis of problem situations (e.g., determining what information is needed) • explanation of one’s thinking and reasoning • interpreting complex numerical or statistical information • making and supporting mathematical conjectures • perseverance

4

• transfer – applying ideas/information from a given text to a new task • developing hypotheses and performing complex analyses across texts • analyzing and synthesizing information from multiple sources • evaluating alternative perspectives across multiple sources • extracting common ideas/themes across texts from different times and cultures

• application of sound mathematical reasoning to confront complex, ill-structured problem situations • complex analytical and creative thinking • strategic planning • transferring mathematical concepts and process to new contexts (e.g., in science) • interpreting complex numerical or statistical information from multiple sources • lots of perseverance!

Webb’s Depth of Knowledge for Reading and Mathematics


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Revising to Increase Thinking Demand ORIGINAL LESSON AND ASSESSMENT REVISED LESSON AND ASSESSMENT

1: Writing Prompt:

What do you know about the City Council’s plan to end social promotion? and What is social promotion?

2: Students read two articles on social promotion. (reading to learn; examining meaning within texts) The positions in the articles are similar. The class discusses the articles and what social promotion is.

3: Students are asked to take a position by responding to the question: Do you agree with the City Council’s position? Why or why not?

4: Students learn about random samples and decide to survey half of all 5th graders. They graph the results on a bar graph and write an explanation of what they did and how.

5: Students survey teachers/adults in the building and display the results using a visual of some sort.

1: Writing Prompt:

What do you know about the City Council’s plan to end social promotion? and, What is social promotion?

2. The teacher introduces and compares the terms source, perspective, bias and credible. She models assessing the credibility of a source through a think aloud and elicits questions about it to assess its credibility and to determine bias and perspective.

3: Students read two articles on social promotion. The positions in the articles are different. The class discusses the articles and what social promotion is. The students use the questions modeled in 2 to assess and discuss the credibility of these sources.

4: Students explore models of editorials to determine the “architecture” of an editorial. They generate a checklist of characteristics/ qualities of good editorials to guide their drafting. After the first draft, students use the checklist to self-‐assess and revise.

5: Students are asked to take a position by responding to the question, Do you agree with the City Council’s position? Why or why not? in an editorial.

6: Students learn about random samples and decide to survey half of all 8th graders. They graph the results on a bar graph and then write an explanation of the data analysis process.

7: Students survey teachers/adults in the building using the same questions they asked students.

8: Students compare and contrast the data from teachers with the student data. They display the results using a visual of some sort and write a short essay on how adults and students see the same issue.



Consider the following set of stem statements as you construct a scenario for a performance task. Refer to the previous idea sheets to help you brainstorm possible scenarios. (Note: These are idea starters.Resisttheurgetofillinalloftheblanks.)

Goal : • Yourtaskis _______________________________________________________________________

• Thegoalisto ______________________________________________________________________

• Theproblem/challengeis _____________________________________________________________

• Theobstacle(s)toovercomeis(are) ____________________________________________________

Role: • Youare __________________________________________________________________________

• Youhavebeenaskedto ______________________________________________________________

• Yourjobis _______________________________________________________________________

Audience: • Yourclient(s)is(are) _______________________________________________________________

• Thetargetaudienceis ______________________________________________________________

• Youneedtoconvince _______________________________________________________________

Situation: • Thecontextyoufindyourselfinis _____________________________________________________

• Thechallengeinvolvesdealingwith ___________________________________________________

Product/Performance and Purpose: • Youwillcreatea ___________________________________________________________________

in order to ________________________________________________________________________

• Youneedtodevelop ________________________________________________________________

so that ___________________________________________________________________________

Standards & Criteria for Success: • Yourperformanceneedsto ___________________________________________________________

• Yourworkwillbejudgedby__________________________________________________________

• Yourproductmustmeetthefollowingstandards __________________________________________

• Asuccessfulresultwill ______________________________________________________________

Constructing a Performance Task Scenario using G.R.A.S.P.S.



Goal:• The goal (within the scenario) is to minimize costs for shipping

bulk quantities of M&Ms.

Role:• You are an engineer in the packaging department of the M&M

Candy Company.

Audience:• The target audience is non-engineer company executives.

Situation:• You need to convince penny-pinching company officers that your

container design will provide cost-effective use of the given ma-terials, maximize shipping volume of bulk quantities of M&Ms, and be safe to transport.

Product/Performance and Purpose:• You need to design a shipping container from given materials for

the safe and cost-effective shipping of the M&Ms. Then you will prepare a written proposal in which you include a diagram and show mathematically how your container design provides effective use of the given materials and maximizes the shipping volume of the M&Ms.

Standards & Criteria for Success:• Your container proposal should... - provide cost-effective use of the given materials - maximize shipping volume of bulk quantities of M&Ms - be safe to transport • Your models must make the mathematical case.

Constructing a Performance Task ScenarioG.R.A.S.P.S. example



Goal:• Your goal is to help a group of foreign visitors understand the key

historic, geographic and economic features of our region.

Role:• You are an intern at the Regional Office of Tourism.

Audience:• The audience is a group of nine foreign visitors (who speak

English).

Situation:• You have been asked to develop a plan, including a budget, for a

four-day tour of the region. Plan your tour so that the visitors are shown sites that best illustrate the key historical, geographic and economic features of our region.

Product/Performance and Purpose:• You need to prepare a written tour itinerary and a budget for

the trip. You should include an explanation of why each site was selected and how it will help the visitors understand the key historic, geographic and economic features of our region. Include a map tracing the route for the tour.

[Optional: Provide a budget for the trip.]*

Standards & Criteria for Success:• Your proposed tour plan needs to include... - an itinerary and route map - the key historical, geographic and economic features of the region - a clear rationale for the selected sites *- accurate and complete budget figures

Constructing a Performance Task ScenarioG.R.A.S.P.S. example


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permission. 1

Comparison of Three Drafts

Task: “Stories That Have to be Told” English, Grade 12, World Mythology

Bedford Central Schools

Brief Description of the Assessment (What Will Students Do?)

Draft 1 Draft 2 Draft 3

The diagnostic will consist of two parts: A. Students will evaluate a storyteller, viewed on video using the performance rubric. B. Students will assess their own abilities prior to the storytelling unit using the performance checklist. Formative Assessment: ● Students will analyze an episodic story ● Students will develop a story outline ● Students will document key details of chosen folktale Summative Assessment: ● Performance of traditional folktale for elementary school students ● Student assess their own performance of their story ● Document where they NOW fall on the performance checklist Student involvement: ● Students will define key terms that are part of oral history and storytelling ● Students will understand and identify developmental stages for storytelling and the parts (beginning, middle, end) of an episodic story ● Students will understand and demonstrate skills necessary for storytelling

The diagnostic will consist of two parts: A. Students will evaluate a storyteller, viewed on video using the performance rubric. B. Students will assess their own abilities prior to the storytelling unit using the performance checklist. Formative Assessment: ● Students will research folktales from their own culture ● Students will outline key elements of folktale ● Students will peer review practice performances of their peers Summative Assessment ● In response to the EQ: “What tales do we tell?” Students will write an analysis of a traditional folktale from their own culture (or one of their choosing) ● Students will use that analysis to create a performance of that folktale to a student selected audience. Student involvement: ● Students will choose their own folktale to perform and the audience for the performance

The diagnostic will consist of two parts: A. Students will evaluate a storyteller, viewed on video using the performance rubric. B. Students will assess their own abilities prior to the storytelling unit using the performance checklist. Formative Assessment: ● Students will research folktales from their own culture ● Students will outline key elements of folktale ● Students will peer review practice performances of their peers Summative Assessment: In response to the EQ: “How does telling of stories keep the cultural values of a society alive?” Students will write an analysis of a traditional folktale from their own culture (or a culture of their choosing), and use that analysis to create a performance of that folktale to a student selected audience. Student involvement: ● Students will choose their own folktale and the audience for their performance ● Students will provide and receive feedback for performances



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permission. 2

Brief Description of How Results/Evidence Will Be Used by the Teacher

Draft 1 Draft 2 Draft 3

n/a Teacher will: ● use the data from the diagnostic

to tailor instruction by students and create mini-‐lessons;

● use formative assessment

results to guide student audience selection; use student’s choice of folktales to guide future research on specific cultures

Teacher will: ● use the data from the diagnostic to

tailor instruction by students and create mini-‐lessons;

● use formative assessment results

to guide student audience selection; use student’s choice of folktales to guide future research on specific cultures

Section 1: Standards/ Outcomes Assessed by the Task

Pre Post

Draft 1 Analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television, and electronic media productions (AATE Content Standard 7) Thinking about our Thinking (Habits of Mind)

Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions (AATE Content Standard 3) http://www.aate.com/?page=nationalstandards912 Researching by evaluating and synthesizing cultural and historical information to support artistic choices (AATE Content Standard 5) Cite strong and thorough textual evidence to support analysis of what the the text says explicitly as well as inferences drawn the text, including determining where the text leaves matters uncertain (RL 11-‐12.1)

Draft 2 Analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television, and electronic media productions (AATE Content Standard 7) Thinking about our Thinking (Habits of Mind)

Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions (AATE Content Standard 3) http://www.aate.com/?page=nationalstandards912 Researching by evaluating and synthesizing cultural and historical information to support artistic choices (AATE Content Standard 5) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn the text, including determining where the text leaves matters uncertain (RL 11-‐12.1)



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Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text (RL 11-‐12.2) Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (RL 11-‐12.3) Analyze how an author’s choices concerning how to structure specific parts of a text (RL 11-‐12.5) Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such as listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks (SL 11-‐12.4) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate (SL 11-‐12.6)

Draft 3 Analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television, and electronic media productions (AATE Content Standard 7) Commitment to Reflection (Dispositional Rubric)

Analyze, interpret, and select artistic work for presentation. (National Core Arts Anchor Standard #4) Develop and refine artistic work for presentation. (National Core Arts Anchor Standard #5) Convey meaning through the presentation of artistic work (National Core Arts Anchor Standard #6) Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. (National Core Arts Anchor Standard #11) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn the text, including determining where the text leaves matters uncertain (RL 11-‐12.1) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text (RL 11-‐12.2) Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (RL 11-‐12.3)



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Section 2: Task(s) Description and Teacher Support

DIAGNOSTIC COMPONENTS

What will the students do or produce to demonstrate their understanding and abilities? What is the task?

What will the teacher(s) do to support student learning? How will feedback be embedded in the process?

Draft 1 Students will watch a video of a storyteller Students will evaluate storyteller based on performance checklist (AATE 7) Students will predict their own storytelling score Why not have them attempt a performance as a pre and then self-‐evaluate? (and probably before they watch the story teller video…)prior to beginning instruction on storytelling, using the performance checklist (Thinking about thinking)

Teacher will select video of storyteller Teacher will create performance checklist for students to use during pre-‐assessment

Draft 2 Students will watch a video of a storyteller Students will evaluate storyteller based on performance checklist (AATE 7) Based on their own understanding of their performance skills, students will predict their own storytelling score using the performance checklist (Thinking about thinking)

Teacher will select video of storyteller Teacher will create performance checklist for students to use during pre-‐assessment

Draft 3 Students will watch a video of a storyteller Students will evaluate storyteller using performance checklist. (aate 7) Students will perform a story reading with a partner Students will self-‐evaluate and peer evaluate using performance rubric (aate 7) Students set goals for their own improvement in storytelling Students will self-‐evaluate using “commitment to reflection” rubric (Commitment to Reflection disposition)

Teacher will select video of storyteller Teacher will introduce performance rubric for students to use during video Introduce students to “Commitment to Reflection” dispositional rubric, facilitate a class discussion on the importance of reflection & goal setting in a storyteller’s process



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SUMMATIVE COMPONENTS

What will the students do or produce to demonstrate their understanding and abilities? What is the task?

What will the teacher(s) do to support student learning? How will feedback be embedded in the process?

Draft 1 Students will submit a written analysis of their folktale, analyzing key details and essential elements in story that need to be part of performance. Students will perform their chosen folktale for an audience of elementary school students. Students will be assessed and self-‐assess using the performance checklist.

Teacher will connect students with appropriate level elementary classrooms for folktale Possible differentiation -‐ video recording, rather than live performance?

Draft 2 Select a folktale from their own culture, or one of their choosing. (aate 5) Identify key details for analysis and create outline of essential elements of oral folktale.(RL 11-‐12.3,5) Write literary analysis of folktale, determining its cultural importance (RL 11-‐12.1) Brainstorm possible age appropriate audiences [KJ1] for their storytelling (RL 11-‐12.2) Practice retelling of folktale, peer feedback (SL 11-‐12.6) Student performance of folktale (SL 11-‐12.4) (AATE 3)

Roundtable discussion to review results from pre-‐test video assessment. Introduce resources and facilitate a conversation about selecting folktales. Review foundational elements of stories. Review literary analysis response format. Introduce stages of development that accompany age appropriateness of folktales. Facilitate connections to community for story performances (senior center, elementary school, library, school open mic, contests). Review elements of storytelling/oral histories

Draft 3 Roundtable discussion to review results from pre-‐test video assessment. Introduce resources and facilitate a conversation about selecting folktales.

Roundtable discussion to review results from pre-‐test video assessment Using unit EQ, facilitate discussion about the connections between folktales and various cultures



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Review foundational elements of stories Review literary analysis response format[GM2] Introduce stages of development that accompany age appropriateness of folktales. Facilitate connections to community for story performances (senior center, elementary school, library, school open mic, contests) Review elements of storytelling/oral histories

Collect concept maps of folktale-‐cultural connections Reviewing concept maps and facilitate class creation criteria for researching and selecting folktales. Teacher reviews research skills, including techniques to evaluate sources Teacher reviews student folktale selection and provides feedback and guidance on choices Review foundational elements of stories Review literary analysis response format, introduce model essays, revisit EQ with students, review literary analysis Teacher provides feedback on literary/cultural analysis using literary analysis rubric Teacher conferences with students to review cultural links identified in writing, pertinent to folktale Introduce stages of development that accompany age appropriateness of folktales. Facilitate connections to community for story performances (senior center, elementary school, library, school open mic, contests) Teacher led instruction on storytelling elements, curate models of storytelling qualities/techniques Facilitate discussion on how to introduce evaluation to audience Teacher evaluates student performance using performance checklist



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Rubric for Formative Feedback and Summative Evaluation (with explicit standards alignment)

DRAFT 1

1. Rubric For ___________

Dimensions

Meeting Standard (Level 3)

Visualization: Teller sees and senses everything in great detail and shares these images with the audience.

Deliberateness & Command:

Teller is deliberate about word choices, uses of body and voice, and story structure. Teller takes command of the “stage” and is energetic, enthusiastic and unapologetic about the story and about the telling of it.

Voice & Mood: Inflections, dynamics and character’s voices are deliberate and appropriate for characters and situations in the story. Teller takes the energy to build appropriate atmospheres for the story through words and body and voice.

Structure: The story has a clear structure: beginning, middle and end. It rises to a climax effectively.

Body: Stance, gestures and facial expressions of the teller are deliberate and clearly appropriate for characters and situations in the story.

Research: Preparedness:

Teller has taken the time to research vital components of story for its effective telling. Teller is prepared, knows the story and images well.



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DRAFT 2

1. Rubric for Folktale Written Analysis

Dimensions

Meeting Standard (Level 3)

Focus & Purpose Prompt addressed appropriately and establishes a focus with a clear purpose maintained throughout the response.

Development Appropriate and sufficient details that support the focus and controlling idea.

Language Words and sentences are correctly used, although they are ordinary, or lack precision or specificity. Response includes language and tone appropriate to the audience, purpose.

Organization Maintains an appropriate organizational structure that addresses the prompt.

Grammar/Mechanics Demonstrates a command of standard English conventions and cohesion, with few errors. Cites sources using an appropriate format with only minor errors.

Connection to Culture



Performance List for Cooperative LearningPrimary Level

1. Did I do my job in my group? 2. Did I follow directions? 3.DidIfinishmypartontime? 4. Did I help others in my group? 5. Did I listen to others in my group? 6. Did I get along with others in my group? 7. Did I help my group clean up?

Terrific O.K. Needs

Work

adapted from materials developed by Dr. H.B. Lantz



Four Categories of Criteria Content – refers to the appropriateness and relative sophistication of the understanding, knowledge and skill employed.

Quality – refers to the overall quality, craftsmanship and rigor of the work.

Process – refers to the quality and appropriateness of the procedures, methods, and approaches used, prior to and during performance.

Result – refers to the impact, success or effectiveness of performance, given the purpose(s) and audience.

Example – Cooking a Meal

Here is an example in which all four types of criteria might be used to evaluate a meal in nine different ways:

Content 1.mealreflectsknowledgeoffood,cooking,situation,anddiners’ needs and tastes 2. meal contains the appropriate, fresh ingredients 3.mealreflectssophisticatedflavorsandpairings

Quality 4. meal is presented in aesthetically appealing manner 5. all dishes are cooked to taste

Process 6.mealisefficientlyprepared,usingappropriatetechniques 7. the two cooks collaborated effectively

Result 8. meal is nutritious 9. meal is pleasing to all guests

NOTE: While these four categories reflect common types of criteria, we do not meanto suggest that you must use all four types for each and every performance task. Rather, you should select the criterion types that are appropriate for the goals be-ing assessed through the task and for which you want to provide feedback to learners.



Four Categories of Criteria

Content – refers to the appropriateness and relative sophistication of the understand-ing, knowledge and skill employed. •Wastheworkaccurate? •Didtheproductrevealdeepunderstanding? •Weretheanswersappropriatelysupported? •Wastheworkthorough? •Weretheargumentsoftheessaycogent? •Wasthehypothesisplausibleandontarget? •Insum:Wasthecontentappropriatetothetask,accurate,andsupported?

Quality – refers to the overall quality, craftsmanship and rigor of the work. •Wasthespeechorganized? •Wasthepapermechanicallysound? •Wasthechartclearandeasytofollow? •Didthestorybuildandflowsmoothly? •Wasthedancegraceful? •Werethegraphicsoriginal? •Insum:Wastheperformanceorproductofhighquality?

Process – refers to the quality and appropriateness of the procedures, methods, and approaches used, prior to and during performance. •Wastheperformermethodical? •Wasproperprocedurefollowed? •Wastheplanningefficientandeffective? •Didthereader/problemsolveremployaptstrategies? •Didthegroupworkcollaborativelyandeffectively? •Insum:Wastheapproachsound?

Result – refers to the impact, success or effectiveness of performance, given the purpose(s) and audience. •Wasthedesiredresultachieved? •Wastheproblemsolved? •Wastheclientsatisfied? •Wastheaudienceengagedandinformed? •Wasthedisputeresolved? •Didthespeechpersuade? •Didthepaperopenmindstonewpossibilities? •Insum:Wastheworkeffective?



By which primary criteria will student products/performances be evaluated?

What content standard(s)/understanding(s) will be assessed through this task?

What student products/performanceswillprovideevidenceofdesiredunderstanding/proficiency?

Through what authentic performance task(s)willstudentsdemonstrateunderstanding/proficiency?

Task Prompt (GRASPS)

A Performance Task Template



The pressures of high-stakes accountability testing have led many schools and districts to encourage their teachers to engage in “test prep” instruction, especially in the tested grades and subject areas. Additionally, there has been an increase in the use of “interim” or benchmark assessments that mimic the state tests. While these practices may have their place, they typically focus on decontextualized content knowledge and skills at the expense of more relevant and engaging learning. As a counter-balance to “test prep” teaching and “practice” testing, Grant Wiggins and I have argued for the inclusion of more robust and authentic tasks as part of a local curriculum and assessment system. We refer to these as “cornerstone” tasks. The Cornerstones are curriculum-embedded tasks that are intended to engage students in applying their knowledge and skills in an authentic context. Like a cornerstone anchors a building, these tasks are meant to anchor the curriculum around the most important performances that we want learners to be able to do (on their own) with acquired content knowledge and skills. They honor the intent of the Standards, within and across subject areas, instead of emphasizing only the tested (a.k.a. “eligible”) content. Moreover, they support effective instructional practices that engage learners in “meaning making” and transfer. Morespecifically,Cornerstonetasks: •arecurriculum embedded (as opposed to externally imposed); •recur across the grades, becoming increasingly sophisticated over time; •establishauthentic contexts for performance; •callfor understanding and transfer via genuine performance; •maybeusedasrichlearningactivitiesor assessments; •integrate 21st century skills (e.g., critical thinking, technology use, teamwork) with subject area content; •evaluateperformancewithestablishedrubrics; •engagestudentsinmeaningful learning while encouraging the best teaching; •providecontentforstudentportfoliossothattheygraduatewitharesume of demonstrated accomplishments rather than simply a transcript of courses taken.

Cornerstone Tasks



Science

Upper Elementary The Pooper Scooper Kitty Litter Company claims that their litter is 40% more absorbent than other brands. You are a Consumer Advocates researcher who has been asked to evaluate their claim. Develop a plan for conducting the investigation. Your plan should be specific enough so that the lab investigators could follow it to evaluate the claim.

Middle School Design and conduct an investigation to answer the question, How does exercise affect the pulse rate? Compare normal pulse rate to changes caused by two selected physical activities (e.g., jogging, push-ups, squats, swimming) for designated intervals. Prepare a report to explain the results to other students in a news article, e-mail, graphic, or other appropriate media..

High School Design an investigation to answer the question, How much does it cost to take a shower? Identify the variables that must be considered and then develop a plan for conducting the investigation. Your plan should be specific enough so that other investigators could follow it and answer the question.

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Cornerstone Assessments – Examples of Recurring Tasks



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Figure 5.x – A Sample Map of Cornerstone Tasks Tied to Long-‐term Transfer Goals and the 4Cs’ (Critical Thinking, Creativity, Collaboration, Communication)

ELA Mathematics Science Social Studies 12

Independent Study Project

ELA and Science and/or Social Studies

[Critical Thinking, Communication]

Mathematical Modeling Project (e.g., lifetime

savings & investments) [Critical Thinking, Communication]







11

Parody/Satire Skit ELA and Science and/or

Social Studies [Creativity,

Collaboration Communication]

Amusement Park Physics

Linked to Science [Critical Thinking,


Chemistry Crime Scene

[Critical Thinking, Collaboration

Communication]

Problem–Solution Campaign

[Critical Thinking, Collaboration

Communication]

10

Original Short Story, Song or Poem

[Creativity, Communication]

How to Lie with Statistics Project [Critical Thinking,


Genetics Project Science and Social

Studies [Critical Thinking, Communication]

Constitutional Checks & Balances


9

Research Project with A-V Presentation

[Critical Thinking Communication]

Mathematical Modeling with Linear Equations


Earthquake Science [Critical Thinking,

Collaboration, Communication]

Contemporary Issues Debate

[Critical Thinking, [Communication]

8

Causes of Conflict Research Project

ELA and Social Studies [Critical Thinking Communication]

Design Your Dream Bedroom


Consumer Scientist [Critical Thinking,

Collaboration, Communication]

Causes of Conflict Research Project

ELA and Social Studies [Critical Thinking Communication]

7

Autobiography [Communication]

Evaluate a Contractor’s Proposal


Water Quality Testing [Critical Thinking, [Communication]

History: Whose Story? Examining

Perspectives [Critical Thinking]

6

Personal Narrative [Communication]

Exercise Studies Science and Health/PE

[Critical Thinking, Creativity, Collaboration]

Prove It! [Critical Thinking, [Communication]

Humans and the Environment


5

People on the Move Research Project

ELA and Social Studies [Critical Thinking, [Communication]

Fund Raiser Project [Critical Thinking,

Creativity, Collaboration, Communication]

Conduct Your Own Experiment

[Problem Solving, Communication]

People on the Move Research Project

ELA and Social Studies [Critical Thinking, [Communication]

4

Authors' Party Presentations [Collaboration,

Communication]

Geometry Town [Critical Thinking,

Creativity, Collaboration]

Seed to Plant Project [Critical Thinking,


Where We Live and How We Live

[Critical Thinking, [Communication]

3

Personal Narrative [Creativity,

Communication]

Measure This! [Critical Thinking

Creativity, Collaboration]

Prove It! [Critical Thinking, Communication]

Alike and Different: Community & Culture

[Critical Thinking, Collaboration]

Show and Tell Animal Zoo (Habitats) Animal Zoo (Habitats) Wants and Needs

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