Assessments
Students will be assessed on Day 1 with a Pre-test covering the objectives of the lesson. Students will be given the same post-test questions after each group has presented their project. We will use this assessment to map the effectiveness of this unit. Periodically, students will receive exit ticket questions. These questions will be used as formative assessments and feedback tools. Students will be quizzed over enzymes of Day 10. One of the main goals of the unit is to ensure student understanding of enzymes. Enzymes are a pivotal component of biomass production, and a critical part of the the Indiana State Standards. Students will be assessed upon completion of the Enzyme and Fermentation labs using rubrics. The final presentation will serve as the summative assessment for the unit. Students will present on Day 14 &15. The final presentation rubric will be used to assess students. For more information, and access to assessments, see the timeline.
Lab report template Lab assessment rubric (formative assessment)
Lab report template Lab assessment rubric (formative assessment)
Teacher to Student Feedback
At the beginning of the project, students will be given and sign a contract hold them accountable for what they will be completing as well as distributing work amongst group members.Written and verbal feedback from labs, the enzyme quiz, and exit tickets will let students know where they are, and what they should do to improve their learning/project. Exit tickets will serve as critical checkpoints for the students and teacher. Exit tickets will be addressed by the teacher through written feedback to each student, and any misconceptions will be addressed in debriefings. Students will also be questioned by asking how they can improve their understanding of materials and/or project quality. Teachers will facilitate gallery walks so students can receive peer feedback.
Assessment-Content, Processes, Product
(F) Formative Assessment, (S) Summative Assessment
Assessments relating to content include: 1) Exit Tickets (F), 2) Enzyme Quiz (S) 3) Final Presentation (S) 4) Labs (F)
Assessments relating to processes include: 1) Final Presentation (S) 2) Exit Tickets (F) 3) Peer Evaluations (S) 4) Gallery Walk (F)
Assessments relating to products include: 1) Final Presentation (S)
Assessments relating to content include: 1) Exit Tickets (F), 2) Enzyme Quiz (S) 3) Final Presentation (S) 4) Labs (F)
Assessments relating to processes include: 1) Final Presentation (S) 2) Exit Tickets (F) 3) Peer Evaluations (S) 4) Gallery Walk (F)
Assessments relating to products include: 1) Final Presentation (S)
Final Assessment
The final assessment will evaluate the following which are all based on the objectives:
1) content knowledge--the rubric is specifically tied to objectives that are derived from Indiana State Standards.
2) final product--the rubric evaluates states standards, the ability of the students to answer the guiding question, and the ability of the students to use 21st century skills.
3) processes used by students--to show mastery, students must complete valid lab research.
4) skills developed by students--to successfully master the project, and receive full credit on the final assessment, students will have to use problem solving and critical thinking skills to research and present their results. Students will have to work together to complete the project during the timeline. This will require students to collaborate with other students in their group.
The final assessment will focus on team product and individual learning in the following ways:
1) Students will present as a group, but each student will have their own section of expertise.
2) The post-test will serve as an individual assessment.
3) Peer evaluations will serve as an individual assessment.
Prompt and final assessment rubric
1) content knowledge--the rubric is specifically tied to objectives that are derived from Indiana State Standards.
2) final product--the rubric evaluates states standards, the ability of the students to answer the guiding question, and the ability of the students to use 21st century skills.
3) processes used by students--to show mastery, students must complete valid lab research.
4) skills developed by students--to successfully master the project, and receive full credit on the final assessment, students will have to use problem solving and critical thinking skills to research and present their results. Students will have to work together to complete the project during the timeline. This will require students to collaborate with other students in their group.
The final assessment will focus on team product and individual learning in the following ways:
1) Students will present as a group, but each student will have their own section of expertise.
2) The post-test will serve as an individual assessment.
3) Peer evaluations will serve as an individual assessment.
Prompt and final assessment rubric
Opportunities for Peer Feedback
Students will have the opportunity to give and receive peer feedback periodically during the unit. Examples include discussing lab results with other groups, pair and share of exit ticket answers, and evaluations of other groups' final presentations. The evaluation of presentations by students will be done using the rubric used by the teacher. This keeps evaluations consistent and allows for groups to see how their peers responded to their presentation.
Peer evaluation rubric
Student Work Log
Students will be required to complete a work log at the end of every class period. The work log is a way for the teacher and well as student to hold them accountable for what they are doing.
Peer evaluation rubric
Student Work Log
Students will be required to complete a work log at the end of every class period. The work log is a way for the teacher and well as student to hold them accountable for what they are doing.
Student Revision of Work
Students will be given time to discuss their work with peers in the examples listed above. In terms of revision, they will be given time on the first research day to revise any previous assignments from the unit and implement any peer or teacher feedback.
How Students Will Present Publicly
The students will prepare ten minute presentations to present to the class as well as to a panel of local experts on aspects of biomass or biofuel production. These experts will inquire about any topic of biomass cultivation or biofuel production to determine the depth of the students' knowledge gained in this unit. The setup of the presentation will be a pitch. In other words, the students will be trying to sell, or warn about, their biomass to the community. They want to convince the class and the experts that their biomass is the best, or not the best, choice for the production of biofuel in their specific area.
exit_tickets.docx | |
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File Type: | docx |
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