Assessing Thinking in an Senior Phase Classroom

Designing Effective Projects : Teaching Thinking

Assessing Thinking: Grades 6-8
In Literature e-Circles* (original project - unadapted) learners in different schools read the novel Holes by Louis Sachar, and meet in virtual literature circles (or “e-circles”) to discuss their interpretations of the novel. Comprehension questions and a modified Socratic discussion method promote deep thinking about characterization, plot, style, author intent, and personal interpretation. Learners meet face-to-face to create ICT-supported projects that demonstrate their understanding and appreciation of the text.

Assessing Process
Asking questions is an important thinking skill. The following anecdotal comments describe the kinds of questions asked by learners in oral and electronic discussions.

Student	Date	Notes
Amanda	10/15	Holes—2 questions to clear up confusion about plot
	10/30	Holes—Question about character’s motive
	11/10	Holes—Question comparing her experiences to Stanley’s

Assessing Product
The following rubric is used to evaluate the quality of thinking that is reflected in the final project for this unit.

Holes Project Evaluation Rubric

Content	4	3	2	1
Identification of theme	Identifies an important and relevant theme that is carefully supported with several specific instances in the book	Identifies a reasonable theme that is supported by specific instances in the book	Identifies a superficial theme that may be supported by few instances in the book	Fails to identify a theme that is supported by the book
Connections between book’s theme and different perspectives from real life	Thoughtfully Illustrates the complexity of the theme by making logical and accurate connections with real-life examples from different points of view Makes an important conclusion about the theme that applies to the reader’s life.	Illustrates the theme with several relevant real-life examples Makes a logical conclusion about the theme	Partially illustrates the theme with few real-life examples Attempts to make a conclusion about the theme	Inaccurately illustrates the theme with irrelevant examples Fails to draw a conclusion about the theme

Self-Assessment
During independent reading, learners write responses to the text on sticky notes. After reading a scheduled number of pages, they record and expand their notes in their journal and write a response to the prompt for that day’s e-circle. This entry serves as the “ticket” into the ongoing e-circle discussion. Use the independent reading-responding time to meet with individuals or small groups who need extra support. To encourage steady reading effort, record the number of pages the class has read at the end of each period. Seeing the number of pages grow on a “Class Reading Progress” chart can be motivating. Every three days, ask learners to select their best notes, write a reflection about the strategies they used, and turn them in for assessment.

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