Chapter 7: Assessment in IT-assisted PBL
In my school district, a lot of emphasis is placed on state tests that encourage teachers to teach to the test while depriving the student the benefit of many other types of evaluations. This is at a disadvantage to differentiated learners that assimilate information in a nontraditional way. I feel that on one hand learner differentiation is strongly emphasized, but in reality students are tested in a traditional way through state tests. One of our school’s objectives is for students to learn using bloom’s highest level of learning. I agree with higher level thinking, but many times in order for our students to be able to reach that stage, they must be able to handle the basic questions and then gravitate to the more advanced stage. Many times teachers are penalized by supervisors for not teaching to bloom’s taxonomy. I have requested my supervisor to model a lesson for me only to be told that “it is better said than done”. How can we teach that level if they have not mastered the basic level? On the bright side, I like the fact that evaluating an IT-Assisted PBL lesson is different from traditional testing since it will allow the students to develop life - long skills, develop at their own pace and have the benefit of many evaluations to guide them.
I recently created a PBL lesson with my class using some of Moursund’s guidelines. The students were placed into groups to research and teach a lesson on credit cards. They gave themselves names like “credit card experts” etc, and each team member was assigned a specific task. They had to use any type of media to teach the lesson. Two groups chose power point and another chose slides. They also had to create three questions based on their lesson to evaluate the class. I also assigned the class the task of creating a rubric for their lesson to be evaluated by their classmates. Three of the groups are on task, responsible and working within the timeline. They have “milestones” to accomplish one step at a time. I think giving the students ownership of their education in a fun and interesting way creates “authentic teaching”. Nevertheless, I have to use different strategies to help motivate and encourage my last group that are having problems with team work. I must remember that we are not living in a perfect world!!
I really enjoy the fact that we have peer feedback to assist us in this final project at Seton Hall. The comments from my peers are very helpful in helping me to improve and stay on task. I usually ask students to instruct their peers how to use a technology skill that they have mastered. I have observed that students usually take pride to demonstrate their knowledge of any new technology to the class. I have to use more of this strategy (peer feedback) for my future IT-PBL class so that students are peer evaluated at each milestone so that they can continuously improve their final product.
I am guilty of not using the four common phases for an IT-PBL activity in its entirety. But then, the purpose of this class to guide me. I focus more on the summative evaluation and too little on the formative evaluation. I concur with Moursund that formal evaluation is crucial during the development of an IT-PBL project. I really like the idea of a portfolio evaluation. I think a business plan project (for my Business Finance Class) might do well in a portfolio since there are different milestones to accomplish before the business plan is ready. I have to figure out how I can use n electronic portfolio for Marketing and Computerized Accounting. This will be a challenge to me...but then I am confident that after this class, I will be fully equipped with all the tools and resources to guide me.
Chapter 8: The future of IT-assisted PBL
In my parent meeting tonight, the three year old sibling of my student asked to use the computer and proceeded to log on and play a game while I was talking with her parent. I was amazed! This is a far cry from a couple of years ago when only older students knew how to use the computer. Since taking all these technology courses at Seton Hall University, I am very excited to teach it to my students and include it in my lesson plan. But not everyone has kept up with the pace in my building. For example, I am unable to use podcasts since access to the required software is blocked. I believe I am the most technology savvy (I say that with pride) in our building. I have to talk with the VP to request the district to unblock some of these sites so that our students will keep up. It is difficult to persuade these people that our students are being left behind!! This makes me very frustrated, and Moursund correctly states” a culture is hard to change”(83).
Since technology is increasing at a rapid pace, I am very happy that I chose Instructional Technology at Seton Hall. It makes me feel very empowered to learn and impart this knowledge to my students and even to the faculty, at least those that are interested. What I am planning to do in the future? I have requested a meeting with the principal to allow me to teach the staff some for these technologies as a topic for professional development. I expect to get some resistance from some of the “old timers’, but I will persevere. I am bursting with excitement to make a difference to empower teachers to empower students in technology. I intend to incorporate IT-assisted PBL in all my projects, because my goal is for all my students to learn. As for the students, they are always interested and excited to work in the lab.
Chandrowtie Sue Fermin
Project Based Learning
Dr. Skeele/EDST 6306
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