Are you ready to incorporate project-based learning (PBL) into your curriculum? Do you know how to get started? Come join these experienced presenters and learn how to come up with a driving question, how to deconstruct science standards, how to effectively assess through formative and summative methods, how to decide on products and presentation, what to grade (and what not to), how to write and use rubrics, and how to teach those rubrics to students. Bring a unit that you are ready to transform and leave with a running start for a PBL experience! This informational session is geared toward beginning and experienced teachers who want to improve their assessment methods, while connecting citizen science and 21st century skills to their current curriculum. Unit plants for both PBL and assessments will be provided and a discussion on how these plans will help with assessment validity and reliability. In addition, presenters will cover how to tackle the challenges with science standards, including how to connect these standards with IEP goals for students with special needs.
Keywords: Project-based learning, Assessment, 21st century skills;
References
[1] Boss, S. (2013). PBL for 21st century success (J. Larmer Ed.). Novato, California: Buck Institute for Education.
[3] Cho, J., & Trent, A. (2005). "Backward" curriculum design and assessment: What goes around comes around, or haven't we seen this before? Taboo: The Journal of Culture and Education, 9(2), 105-122.
[4] Corrigan, D., Buntting, C., Jones, A., & Gunstone, R. (2013). Valuing assessment in science education: An introductory framework. In D. Corrigan, R. Gunstone, & A. Jones (Eds.), Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy (pp. 1-9). Dordrecht Heidelberg New York London: Springer.
[5] Corrigan, D., Gunstone, R., & Jones, A. (Eds.). (2013). Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. New York: Springer.
[6] Filippatou, D., & Kaldi, S. (2010). The Effectiveness Of Project-Based Learning On Pupils With Learning Difficulties Regarding Academic Performance, Group Work And Motivation. International Journal of Special Education, 25(1), 17-26.
[7] Ma, Y., & Williams, D. C. (2013). The potential of a first LEGO League Robotics Program in teaching 21st Century Skills: An exploratory study. Journal of Educational Technology Development & Exchange, 6(2), 13-28.
[8] McMahon, M. (Ed.) (2006). Assessment in science: practical experiences and education research. Arlington, VA: NSTA Press.
[9] Millar, R. (2013). Improving science education: Why assessment matters. In D. Corrigan, R. Gunstone, & A. Jones (Eds.), Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy (pp. 55-68). Dordrecht Heidelberg New York London: Springer.
[10] O'Connor, K. (2011). A Repair Kit for Grading: 15 Fixes for Broken Grades Boston: Pearson.
[11] O'Sullivan, M. K., & Dallas, K. B. (2010). A collaborative approach to implementing 21st Century skills in a high school senior research class. Education Libraries, 33, 3-9.
[13] Silva, E. (2009). Measuring skills for 21st-Century learning. Phi Delta Kappan: Measuring Results, 90(9), 630-634.
[14] Soares, D. A., & Vannest, K. J. (2013). Stem project-based learning and teaching for exceptional learners. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.), STEM Project-based learning: An integrated science, technology, engineering and mathematics (STEM) approach (pp. 85-98). Rotterdamn, the Netherlands: Snse Publishers.
[15] Stiggins, R. (2008). An introduction to student-involved assessment for learning (5 ed.). Upper Saddle River, NJ: Pearson.
[16] Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom Assessment for Student Learning: Doing it Right - Using it Well: Assessment Training Institute.
[17] Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD.
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