Teacher Designed Projects:
Kevin Kintz, Participating Language Arts Teacher:
The students completed two assignments that were video taped for this assessment. The first assignment entailed writing a poem that used all the elements of poetry, putting the poem to music, and performing the newly created song for the class. The second assignment was to write a Myth, Legend, or Folk tale using a personal experience as the basis for the story. The students then told, not read, the story to the class as if they were carrying on an oral tradition
I believe this project has great value to our students and parents. The ability to view what and how your student is learning gives parents a view they normally don't get to see. Most parents wonder what is happening in the classroom but can't take the time to come to school and visit. School can now go home to the parent - what a novel approach.
I believe the project is moving forward at a very accelerated rate. I would like to see us slow down and assess the progress we have made and make some adaptations, if needed, based on our findings. I am very excited about video and computer portfolios as they open new doors to assessing student learning.
Steve Parr, Participating Visual Arts and Video Production Teacher:
For years I have looked for a method of conducting a classroom critique of student art work. My past attempts were thwarted by the inability of junior high age students to give or receive constructive criticism. Parents also objected to comparing student ability (which they felt critiques were) or a student being publicly humiliated by their obvious lack of ability (which was usually a lack of serious effort). Group projects were great for stimulating creative ideas and developing ability, but critiques were still uncomfortable for both junior high students and their parents. I found what I was looking for in video assessment rubrics.
Just like adults who want to know, "WHAT DO I HAVE TO DO TO GET THE- A?" structured and well defined expectations and the level of achievement necessary to please the evaluator are also what junior high age students want to know! The first time I explained required group project rubrics, I was surprised by the enthusiasm students displayed in getting started. Later I discovered it was because they were going to use video equipment to prepare and present their projects. My video production classes did a group research project and individual autobiographies. My visual arts class did individual flip book animation assignments and group claymation projects. Students watching the first assignment presentations were very critical of each others efforts, but in very constructive ways; for example, making suggestions as what to do as well as noting what was wrong or could be better. I was amazed! It became almost too competitive with each group or individual trying to out-do the others. But what learning and improvement! I could observe the student's expressing confidence and pride in what they had made. These student projects took more class time to create and the evaluation process took more effort for me to conduct, but I feel I now have an assessment process for the communication of student effort and ability level that students and their parents appreciate.
Joyce Miller: Pacific Rim Social Studies-Science 7th Grade Core (Special Ed.)
The assignment for the Pacific Rim integrated studies students involved a research report on a pacific rim country which was presented to the class as a group project. Parent responses to the evaluations revealed interesting information about the way parents view their child and his or her education. I think this is a great concept. I am concerned about the expense of expanding the equipment for increased teacher use and the time it takes teachers to learn to use it. I also had students and parents who were not willing to cooperate in this project.
Tom Cruver and Theresa Lee-Hodson: "Best Choice" At-Risk Student Program.
The students of the Best Choices Program learn how to operate the Bulldog Express, a catering business that has been used by staff, school organizations and community members. The goal is to teach students each facet of the business. The topics taught are: Advertising, Business Organization, Budgeting, Food Purchase, Equipment Purchase, Food Handling, Meal Preparation, Food Sales, Safety, and Sewing Techniques for Quilt Making. All of these skills culminate in serving food and raffling quilts to students, staff and community at the eighth grade cultural fair in the spring. Each student also receives a Food Handlers permit from the Pierce County Department of Health.
Throughout the year students were videotaped participating in each of the activities. This resulted in a twenty minute program that was viewed and evaluated by students, teachers, and parents. The video assessment proved to be valuable to the Best Choices program. Parents had the opportunity to see the skills their children were acquiring. Teachers were able to determine how to improve teaching techniques and program content. A new method of filming and editing was also developed. Students reflected on what they had done and what could be done to improve the operation of the Bulldog Express. An unexpected benefit also came from the video assessment. The video is an effective tool for recruiting students for the Best Choices program and for promoting financial support from school district and community leadership.
John Rockne: Challenge Program for Social Studies and Communication Arts Teacher.
The purpose of videotaping student group presentations throughout the year was to make school work more important to students, teachers and parents. The intent was to encourage students to prepare their topics more thoroughly, to present them more creatively and assess them more accurately. Each project and its assessment was developed using the Bethel Public School District's core essential learning rubrics.
The video assessment program fulfilled the intended purpose. Students did prepare, present and assess their work more effectively. Parents were delighted to glimpse into the classroom and to share in their children's projects. Teachers were able to more easily assess student products.
For the 1996-97 school year we propose to use and improve on the video assessment process by purchasing additional equipment. Editing was difficult because there was only two editing stations for seven teachers and two-hundred and sixty students. We will also change the procedure for filming to reduce the amount of editing. In addition, the Grady Profile electronic portfolio assessment computer program will be introduced into our classroom to assist in the presentation of student skills in communication arts and social studies.
Bill Melton: Instructional Technology Teacher.
The goal of computer application students is to learn to use a variety of machines in order to produce written and visual reports. Students first research a topic using several CD programs including Groliers, Information Finder, Encarta Encyclopedias, and Audubon's Animals. Material is also gathered from the inter net through America on Line. Laser disk and computer multimedia and interactive presentation programs are also used for gathering and organizing information.
When students have mastered use of the quick take camera, camcorder, laser disk player, scanner, and computer, they are allowed to use them to produce their reports. The final step is to put the presentations on a videotape so they may be viewed by students, teacher and parents.
The video assessment proved helpful to students and parents. Students were able to complete a self assessment process by viewing their videos with their parents. Parents were able to visually see how their children had progressed in the use of the software programs and machines. Returned parent evaluation forms confirmed that students were able to demonstrate Bethel Public School District learning outcomes and effectively use technology to make multimedia presentations.
Robert Duke: Principal, Bethel Junior High School
It is my observation that this alternative assessment project accomplished one of my personal goals of bringing together teachers from diverse content areas to produce a "teaming effort" in our building. This project has also created a real connection for teachers between their subject matter and tangible technology uses. I feel that the training products this project produced are a real asset for our building and our school district. These teachers' efforts have had a definite impact on the school-home relationship.This project will have an impact in the future when students and parents play their videotapes from junior high days for their friends and future family. It will be so much more fun than looking at old report cards!