Some thoughts on assessment -- an invitation to discuss:

Our goal in the OUSD Curriculum Focus project is to develop a
set of objectives and resources that are flexible enough to allow the creativity and initiative of teachers to flourish, while
providing guidance and support for all. When assessment is used as a tool for reform, it is used to measure our progress towards our goals. It ends up standing as a goal in and of itself. Therefore, we must assess that which we value, and our assessment must be capable of actually reflecting achievement accurately. We cannot, therefore, just use a multiple choice test because it is the easiest, most convenient thing to use (unless this type of test accurately measures that which we value.) We need to decide on the type of learning and student expression we truly desire, and seek assessments that reflect and support that learning.

So as we begin our work to develop our first units, let's begin to think about and discuss the sorts of assessments we might use to measure achievement. Let's see if we can come up with
some that go deeper than the multiple choice test, and allow for more creativity and ingenuity on the part of our students. For example, in our opening investigation units, could we develop an open-ended challenge to design an experiment, including selecting a question, the identification of variables, collection of data, and conclusion? Could we assess if a student had successfully achieved this, based on his written work? To me, this would be a much more meaningful reflection of scientific understanding than his performance on a multiple choice test.

I would love to hear what others feel about this. Our meetings
are way too short and infrequent, so let's take advantage of this forum to air our views and see if we can learn from one another.

anthony cody 

Response from Camsie Matis:

Just a quick thought --
I generally use projects (individual, partner and
group) as a means of assessment in my classes.  I have
developed rubrics for each project, and always give
the students the rubrics so that they know what they
will be graded on.  I find that when they know the
requirements for an 'A' -- they generally strive for
it.  For 6th graders, (I am sure for 7th and 8th as
well) - I have found that checklists and deadlines
work wonders in keeping projects on track.
If anyone has developed projects with rubrics for
assessment of units or topics, they should be included
in the curriculum guides.

In addition - I will be the contact person for the 6th
grade unit on Plate Tectonics.  If you have great
curriculum already developed - I am at Westlake Middle
School -- mail stop 213.  Drop it by and I will see
that it all gets included!

Good luck

Camsie Matis