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Next Step: Build an Artifact

Next Step: Build an Artifact

Written by Tom Fanning
October 31, 2010

Build an Artifact

Our next step will occur after students have formally covered order of operations in their math classes. At that point we will again create short videos of students working out problems and explaining their work.

Next, they will create an artifact of understanding around order of operations. First, students use the Wiggins and McTighe rubrics, in modified form, to rate their own change in understanding of the rules as evidenced in the two videos.


The artifact’s second step is to write reflectively about their knowledge and understanding of order of operations. The two videos, the rubric and the reflective writing will then be published by students in their digital portfolios.

In addition, the math teachers will be asked to evaluate students work from their videos using the original Six Facets rubrics. They will assign a level of understanding, from sophisticated to naïve, which will carry a value from five to one, to each set of student videos and write a paragraph to support their rating.

It will be necessary to balance the information we glean from both the student’s artifacts and their teacher’s evaluations. This graphic from the work of Dr. Helen Barrett depicts both assessment cycles and the differing interests of students and their teachers. Resolving these differences will be necessary, and challenging.

Balanced Assessment.pdf

Excerpts of this work will appear here in the Digital Is site to document the progress of this effort. Next semester, beginning in January of 2011, the other half of the current 7th grade class will be in the Computers course. Those students will be asked to do a similar task based on the distributive property rather than order of operations.Open Balanced Assessment.pdf

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