Using Multimedia in Project-Based Learning To Engage Students Workshop: AUT E!T"# ASSESSME!

T $UB$"#

#riteria
#reati)it*

% points
Complete originality in composition and delivery, strong evidence of critical thinking skills The PBL activity glog was clearly focused on one or more of The Common Core tandards, leading to effective learning of the content! The glog applied the three principles of Mayers Triarchic Model: Extraneous Cognitive Processing, Essential Cognitive Processing, and Generative Cognitive Processing

& points Planning

1 element is not original in composition and delivery, some evidence of critical thinking skills The PBL activity glog focused on one of The Common Core tandards, guiding students to learn the content!

' point
2 elements are not original in composition and delivery, little evidence of critical thinking skills The PBL activity glog was not clearly focused on one of The Common Core tandards, and may not lead to students learning the necessary content! The glog applied one of the three principles of Mayers Triarchic Model: Extraneous Cognitive Processing, Essential Cognitive Processing, or Generative Cognitive Processing

( points
3 or more elements are not original in composition and delivery, no evidence of critical thinking skills The PBL activity glog was not clearly focused on one of The Common Core tandards, and did not lead students to learning the necessary content! The glog applied none of the three principles of Mayers Triarchic Model: Extraneous Cognitive Processing, Essential Cognitive Processing, or Generative Cognitive Processing

Standard+ocused

Ma*er,s Model o- #ogniti)e Load

The glog applied two of the three principles of Mayers Triarchic Model: Extraneous Cognitive Processing, Essential Cognitive Processing, and/or Generative Cognitive Processing

Presentation #omponents
Authentic .uestion Posed
The P ! glog clearly posed an authentic "uestion, pro#le$, or challenge for students to solve that relates to their environ$ent, The P ! glog posed an authentic "uestion, or challenge for students to solve, #ut it does not relate to their environ$ent, co$$unity, or role in society% The P ! glog struggled to pose an authentic "uestion, pro#le$, or challenge for students to solve, and it does not relate to their environ$ent, co$$unity, or The P ! glog did not pose an authentic "uestion, pro#le$, or challenge for students to solve, and it does not relate to their

co$$unity, or role in society% The glog contains one or more we"site links, which students can effectively gain standards#related content knowledge! The glog contains one we"site link, which students can gain some knowledge from!

role in society% The glog contains one we"site link, "ut it does not contain accurate information to effectively provide students with standards related to the content "eing taught! The glog contains one or $ore graphic or i$ages that relate to the content #ut do not help students $a&e connections to the P ! activity%

We/site links

0raphics1"mages

2ideo

The glog contains three or $ore graphic or i$ages that relate to the content standard and effectively help students $a&e connections to the P ! activity% The glog contains one or $ore videos, created using 'ni$oto, which students can effectively gain standards( related content &nowledge or directions%

The glog contains two or $ore graphic or i$ages that relate to the content #ut $ay not help students $a&e connections to the P ! activity%

The glog contains one video, created using 'ni$oto, which students can gain so$e &nowledge or directions%

Audio

The glog contains one or $ore audio clips, created #y the group, which students can effectively gain standards( related content &nowledge or directions% The glog contains one or $ore $ini presentations $ade using

The glog contains one audio clip, created #y the group, which students can gain so$e &nowledge or directions%

The glog contains one $ini presentation uploaded fro$ a

The glog contains one video, created or uploaded fro$ the we#, #ut it was not created using 'ni$oto and does not contain accurate infor$ation to effectively provide students with standards(related content or directions% The glog contains one audio clip, either created or uploaded fro$ the we#, #ut it does not contain accurate infor$ation to effectively provide students with standards(related content or directions% The glog contains one or no $ini presentations uploaded fro$ a

environ$ent, co$$unity, or role in society% The glog does not contain any we"site links and does not contain accurate information to effectively provide students with standards related to the content "eing taught! The glog does not contain any graphics or i$ages in relation to the content and do not help students $a&e connections to the P ! activity% The glog does not contain a video, and does not share any infor$ation to effectively provide students with standards( related content or directions%

The glog contains no audio clips of any &ind%

The glog does not contain any $ini presentations,

Presentation

Pre)i, which effectively assists students in gaining standards( related content &nowledge% The glog included all resources needed to effectively utili)e the authentic assign$ent in the classroo$ and co$$ents were ena#led%

source on the we#, which effectively assists students in gaining standards( related content &nowledge%

source on the we#, which do not always effectively assists students in gaining standards( related content &nowledge% The glog included a few resources needed to effectively utili)e the authentic assign$ent in the classroo$, #ut co$$ents were not ena#led%

$esources and #omments

The glog included $ost of the resources needed to effectively utili)e the authentic assign$ent in the classroo$ and co$$ents were ena#led%

utili)ing Pre)i, therefore not effectively assisting students in gaining standards( related content &nowledge% The glog did not include any resources needed to effectively utili)e the authentic assign$ent in the classroo$ and co$$ents were not ena#led%

0roup 3*namics
4This section 5ill /e assessed through sel--e)aluation and peer e)aluation6
The participant took an active role in the colla"oration of the group "y contri"uting to a creative glog presentation and "y providing effective resources! $ach mem"er treated all other mem"ers% ideas&person with respect all of the time (ork was delegated e)ually among all group mem"ers The participant took on a role in the colla"oration of the group "y contri"uting to a glog presentation and "y providing resources! The participant took very little of a role in the colla"oration of the group, either "y contri"uting to a glog presentation or "y providing resources! The participant took on no role in the colla"oration of the group, either "y contri"uting to a glog presentation or "y providing resources! Lack of respect evident in group interaction

#olla/oration and #ontri/ution

$espect

'espect given to group mem"ers most of the time

$vidence of respect given intermittently "etween group mem"ers

Work 3elegation Total Points Earned

(ork was predominantly completed "y 2&3 of group mem"ers

(ork was completed "y one mem"er of the group

ome of the pro*ect not completed due to group dissonance