Assessment in STREAM
Storyboard Text
- Through which door do I enter?
- So many choices in the maker space, how do I choose?
- How will I know if what I make is okay?
- Each person will have different needs throughout the process. I will be here to support you at each stage of the learning in the making.
- We will go over the rules of the maker-space area and the tools used for this assignment. I will ask for a thumb up (I understand), thumb down (I do not understand) or thumb sideways (I somewhat understand) before we begin and re-ask during the making.
- At the end of the assignment, I will ask you to use your fingers to tell me how you experienced this lesson:1 finger = too easy2 fingers =little easy3 fingers = just right4 fingers = little hard5 fingers = too hard
- Students will reflect on their making process at the end of the assignment through written or verbal reflection.Students will identify and reason on their Chromebooks:https://www.polleverywhere.com/how-it-works1) What was the project about? (curriculum standard)2) Why was the project a lesson? (curriculum standard)3) What was difficult about the project?4) How did you handle it or fix it if you had difficulty? (SEL/MTTS standard)5) Do you think you could teach another to do this assignment? (assess mastery and self confidence)6) What would you change about this maker lesson?7) Are you happy with the amount of work you put into the project? (habits of mind and effort)8) Would you be comfortable sharing your work and receiving feedback from another student? (respect and collaboration)9) What did you do very well?Teacher will have group debrief after reviewing learner reflections.
- Assessment ChecklistAge of Learners: K-5Documenting Learning StrategiesReflecting on LearningStrategies that Leverage TechnologyAssessing Cross-Curricular StandardsGoing Beyond the RubricStoryboard completed by Diana BrubakerAU Fall 2021 STEM/STEAM classResources:https://www.storyboardthat.comwww.polleverywhere.comhttps://www.ascd.org/books/learning-in-the-making?variant=119025
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