Assessment+Plan+and+Tools


 * **List of Assessments*** || **Rationale** ||
 * Reflections* || Reflections are a great way to identify where students are in the project, what they are struggling with (content or groups), and to get them thinking about their own learning (metacognition). Students will reflect each Friday. The first Friday reflection should be related to biofuels specifically, how students feel about their selected investigation, and maybe include one thing students hope to learn. The second Friday reflection should focus students on the relationship between energy, heat calculations and biofuels. It may be helpful for students to construct a smaller concept map, like [[file:bioethanol.jpg|this one]]. The [[file:Self_Reflection.pdf|final self-reflection]] is taken from [|www.bie.org] and is specific to working in a group and the overall learning experience. Teacher feedback will help student groups to revise and create better products. ||
 * Concept Map* || Concept mapping helps students organize what they know. It is important that students explain how two items are related and not just draw a line between two words. This way students can see where they are having trouble making connections, helping them to become self-regulated learners. This assessment is to A) serve as a check for students before the unit quiz and B) merge the biofuels content with standards content. ||
 * Research Plan* || It's important for students to submit a research plan so 1) they know where they are going, 2) we know where they are going and 3) we can give them feedback and potentially refocus the group (if necessary). Also, this research plan will help us when selecting resources to send to each group. First students will go through a [[file:Gallery walk.docx|gallery walk]] where they will receive feedback from their peers as well as give feedback to their peers. This is to help develop skills such as collaboration and problem solving. A project [[file:Management_Log.pdf|Management Log]] is required with the Research Plan so that we can address the processes used by the students. ||
 * Heat Assignment || You can't forget about the standards. This heat assignment serves as a concept check. It is a traditional heat calculation assignment and once graded we can determine if we need to reteach the material to one student, a group, or the whole class before the final assessment. ||
 * Biofuel Presentation* || **Final Student Product 1**: This presentation serves as the biofuels objectives as well as 21st century skills assessment. Students will be presenting what they've learned during their investigation as well as any recommendations for their community. A project [[file:Management_Log.pdf|Management Log]] is required with the Research Plan so that we can address the processes used by the students. This assessment focuses both on the team prodcut as well as the individual learner ([[file:Self_Reflection.pdf|self- reflection]]). Peers, community stakeholders, and the teacher can use the [[file:Presentation_Feedback.pdf|presentation feedback form]] from [|bie.org] so student groups can hear from a variety of people. ||
 * Periodic Pop Quiz || Throughout the unit these quizzes will serve as on-the-spot (or just-in-time) assessment. The students should know that they will randomly be chosen to perform a specific skill related to the unit, but that selection will be random. This will hopefully encourage students to be good time managers as they will have to keep up with content as well as their investigations. ||
 * [|Unit Quiz] || **Final Student Product 2**: This is a traditional quiz and directly related content knowledge (i.e. the state standards only). This assessment focuses on the individual learner. ||
 * These links contain a rubrics for how students will be assessed.

Students should receive these documents on the first day of the unit: - List of student objectives, terms and equations to be learned Assignment List- List of assessments to be turned in by the students Tentative Flight Plan- This is the teacher's suggested calendar, which includes assessment dates and hyperlink to each document.

If you would like to see how these assessments line up with state standards please see the Curriculum Overview.