Master Disaster - A Summative Assessment
Lesson 10 of 10
Objective: SWBAT present claims and evidence which support their recommendation to a disaster response.
Peer To Peer Assessment
In this lesson, I use a peer to peer feedback strategy. I find this strategy successful because students are engaged in the assessment, not just the teacher. The Peer to Peer Assessment strategy provides student to student communication in the classroom where students assess each other and take responsibility for learning.
Why use Peer to Peer Assessment? By using a rubric, students will understand more about assessments. Learning is enhanced when students contribute to the assessment process. Students learn from peer successes as well as mistakes. Plus, this strategy gets students to be active in the learning. I introduced the project rubric in a previous lesson A Disaster Public Service Announcement.
For Peer to Peer Assessment to be successful, students must understand the criteria of the assessment and what is expected of them in the process. Take time to explain the rubric, protocols, procedures, and expectations for student behavior in the classroom. Peers can assess peers while the teacher is assessing each of the team projects.
A Summative Assessment
This summative lesson focuses on two important standards.
CCSS.ELA-Literacy SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. As students present evidence with their final project, they create a visual display that may include graphics, images, and/or multimedia.
Note: Each lesson in this Master Disaster unit works towards mastery of the NGSS MS-ESS 3-2 which states students will analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
There are a variety of options for students to use as they create a final project including: Prezi, Weebly, or Google. Other options include:
BigHugeLabs - a free website where students can make posters, magazine covers, trading cards, billboards, or a variety of other options to create a project and include photos.
ThinkLink - a free website where students can create interactive images and videos.
Lino - a free website where students use sticky notes and share photos to create a project.
The following is one student example of the summative assessment. The student group named their video Influenza Pandemic. The students gathered, read, and synthesized information from multiple appropriate sources and then (SP#8) communicated scientific information through a presentation. This student group created a video, uploaded it to YouTube, and then shared the video with the class.
The Summative Assessment Process:
I ask students to set up their project on their table for all to view. I give students time to participate in a Gallery Walk. A Gallery Walk is an opportunity for students to get up and move around the classroom, read and learn about their peers' project, and interact and ask questions of each other. This is especially effective for middle school (kinesthetic) learners.
As students view and assess their peer's projects using Peer to Peer Assessment, I assess student work using a rubric specifically designed for this project. A well designed rubric provides clear expectations for student work and clear expectations for grading.
Gathering feedback from students can be a valuable learning experience for the instructor. Student feedback can suggest positive aspects of the learning as well as areas for improvement of instruction. I use a short form, Gathering Feedback From Students, to ask three (3) questions which will guide any changes that need to be implemented.