Have you tried to incorporate a Proficiency Scale from one of a course's Prioritized Learning to assess an activity you currently use in your classroom?
I recently had the opportunity to collaborate with a biology teacher who was having his students investigate the contribution of scientists who helped to discover and reveal the structure of DNA. We decided this activity could best be assessed using the Biology Proficiency Scale for "Obtaining, evaluating, and communicating information." In order for students to be considered 'proficient' in this Prioritized Learning, they would need to meet the following criteria as listed in the Proficiency Scale: "Students can evaluate and interpret the validity and reliability of claims, methods, and designs. Then they can synthesize a synopsis of the material and communicate that information (eg. orally, graphically, in writing and/or mathematically)."
This Proficiency Scale is at the 'Apply' and 'Evaluate' levels of Bloom's Taxonomy and thereby requires a different type of assessment than a multiple choice or short answer structure. In our planning sessions for this activity, we found that we would have to tailor our assessment strategy in a way that is different than the traditional objective type questions that are often asked of our students.
In the article "Three Key Questions on Measuring Learning” (Education Leadership 2018), Jay McTighe attends to the idea that as educators change their focus from knowledge based assessments to skill based assessments, they need to adjust their measurement tools from objective type questions with simple point values to subjective questions that level a student along a proficiency continuum. To show proficiency in a skill, students need to use knowledge to perform that skill and show their understanding. In this particular activity, students would need to show that they could communicate both orally and in writing that they are able to synthesize the information about our understanding of DNA. We decided on the following structure for the lesson and assessment:
The Lesson Plan for our “Jigsaw/Gallery Walk” Framework
Day 1 | Individual student - Obtaining information:
Students were assigned to a scientist and given one of three questions to answer about the scientist's contribution in the discovery of DNA. The students were informed that their contribution was critical for their group's success.
Day 2 | Research Group - Synthesize ideas, evaluate information, and create the poster:
Students brought their research to their group for a collaborative poster design project. The groups were given a criteria for questions that needed to be answered on the poster. Students were encouraged to be creative in their poster design.
Day 3 | Research Group - Finalized the poster and presentation:
Students polished both their poster and planned how they would present to their home group.
Day 4 | Home Group - Gallery Walk Communication:
The home group consisted of six students. Each student had the opportunity to present their own research and poster to the other students in their home group. The presenter was given a feedback template consisting of four parts:
Day 5 | Individual - Assessment:
The students were asked to communicate in writing a synthesized synopsis of the material.
In summary, one can see that this lesson pushed students to move beyond knowledge acquisition into synthesis. The use of a Jigsaw/Gallery Walk where the students could get feedback from peers and the final written assessment where the teacher could give feedback helped to drive student learning and move the students toward proficiency on the Prioritized Learning.
This post brought to you by Dan Devine, Secondary Implementation Associate
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