Step 2: Student Created Assessment Presentation and QR Codes

3 teachers like this lesson
Print Lesson

Objective

Students develop their performance assessment integrating technology.

Big Idea

In this second part of their assessment development, students create their final performance assessment by creating a presentation and display it using a QR code.

Creating a Rubric Together

20 minutes

Today is the day that we create a rubric for our  presentation assessment and begin creating the assessment. I opened the lesson with the question, "What if we could create a rubric?" They are very familiar with rubrics, but they shared that they weren't sure how we could do that. I reassured them that it would be an easy task! I asked them to open their email.

I had created and shared a blank 5 x 5 grid on a Google Doc, with the 4 EES 1 standard written at the top. I paraphrased it carefully so they could understand exactly what the standard expected, making it totally student-friendly. Having the standard at the top serves as a reference as they create their presentation to keep them focused on the goal.

I gathered them on the floor in front of my SB file with their iPads and their copy of the document in front of them. I began by demonstrating how I create the first category or topic that would be assessed. I typed in the words "Facts" and the numbers from 4 to 1 at the top. Then, I  began with  the 4 section of this topic by doing a think aloud as they looked on. I stopped afterward and asked for their input. Then, I asked them what would we expect for a level 3 ? One of my students analyzed the word 'fact" and wanted to question if I meant that the facts had to be true? I love the fact that this experience allows students to think through what  is important to clarify or include.

We reworded the level four and continued with level three. I then started to allow them to do the typing. Volunteers offered without reservation. I encouraged them to choose the wording as they questioned if they were right. I guided them along for each section and we edited as well as added or subtracted words to clarify meaning and expectations. 

I had one student ask " Can we do this every time?" It was fun! The presentation rubric looked great after we edited and fixed what was needed to make it an appropriate 

What Makes a Great Assessment Presentation?

10 minutes

After creating the rubric and focusing on what should be assessed, it was time to look at a good presentation and analyze what makes it appealing to the audience. To connect it back to their experience in class and to personalize it, we revisited my created presentation on the Twelve Apostles. 

I posed questions to them:

What do you think I was thinking about when I created this presentation for you?

Some students shared that they thought they wanted me to see Australia. That was true, but then some said they wanted them to see  exactly how fast weathering can change the landscape after it had been exposed to weathering for a long time. "Bingo! Right on!" I said.

What did I do in my presentation that proved to you that I understood what I was teaching you?

This was a tougher question for them to answer and so I guided them through each page, explaining that I wanted to have them see the differences in the coastline, but I used questioning because my audience are my students and I needed to create a "thinking" mood and learning process. I also talked about word choice and how precision was important when I conveyed questions about weathering. We examined the words I used.

Was it important to use precise language?

What made this enjoyable for you to watch? 

Answers circled around photos and the final movie which led to discussions about how visual examples help support concepts and arguments in science. 

I asked them who they thought their audience was? They thought it was me, but I explained that I wanted them to think of it as anyone who wanted to learn about weathering and the standard.

I asked: How did I show organization in my presentation? We discussed how I started with my photos and ended with the changes that had happened, going from past to present. We discussed the topics and how I presented examples, but did not jump back and forth. 

I told them that their presentation would not contain the amount of questioning, but that visuals and organization and the awareness of the audience is essential for it to be successful and score high levels on their rubric.

Simple Minds as an Outline: I asked them to revisit their Simple Mind mind map as I brought our student sample from yesterday on the SB. We listed a possible order for our presentation on the whiteboard so that we could understand that the presentation had to have a more complex order than we had ever done before. I explained that they did not have to stick to the example, but the order needed to be clear so the reader did not get lost in understanding the main ideas. I manipulated some of the mind map to give them just enough of an idea of how to create an order and organize their presentation as an outline. It had a whole new look and meaning behind it! 

I roved and visited them and conferenced with students as some struggled a little with manipulating it the way they wanted. But, it really did the trick to organize! It especially helped my below grade level achieving language arts students. Soon they would be ready for the next steps.

Working on Our Presentation

45 minutes

After they had revisited their Simple Minds map, it was time to start their presentation. I asked them to create each slide and its wording, planning, but not inserting any photos, links or movies at this point. I wanted them to focus on organization of their presentation and just the wording. The first step was coming along as I roved and checked on their progress. When they felt they had their organization done, they were to revisit their rubric and start to work on inserting their photos.

I had them go through the steps of looking at the rubric and start questioning themselves by saying to themselves," Did I...? " for each box at level 4. I want them to develop an attitude of aiming high.This systematic method of self checking helps them be accountable for good work and creates an awareness of good writing habits.

QR Code Generator

10 minutes

After students self assessed themselves using their rubric, edited everything to push themselves to their best level, I told them it was time to download and create a QR ( Quick Response Code) so that anyone could easily look at their document. I had them create a link for their presentation by having them click on their presentation, click on the file tab, scroll down to Publish to the Web and proceed to set the timing. I asked them to please set the timing for slides at 10 seconds so it didn't go too fast. I gave them the QR link and showed them how to copy and paste the URL. We then went to File and Print to print off each code. I taught them to scan their code. They were totally amazed! 

Afterward, we cut and glued each QR code to a note card to hang in the classroom! 

Students were allowed to scan the code from their Scan app on their iPad and read any of the presentations they chose.