Daily we hear in the news of the many challenges facing this new generation -- from rising sea levels to clean water to a growing world population subject to the sociopolitical upheavals of cyberwarfare, artificial intelligence, and an increasing demand on energy consumption.  To comprehend the enormity of such complex issues requires an informed public and perhaps even more importantly a well-prepared work force that will need the wherewithal to tackle these potentially catastrophic world problems.  As a learning institution, it is irresponsible if we do not acknowledge this monumental shift ignoring what a highly-digitally diverse society will demand of its citizens.  


Class discussions provide an opportunity for group "sense-making" and for CMS teachers to informally assess student understanding. These discussions may begin with students writing down their individual thoughts before sharing with a partner or group.  The goals of each discussion and how teachers might use them to evaluate learning are often what is included in our teachers formative assessments.


Journal Questions are another way to formatively assess the student's understanding.  These questions are often reflective and require higher critical thinking skills.  They allow students to reflect on what they have learned, and what they hope to learn more about. Journal prompts often accompany discussion questions.


Quick-check levels also considered as formative, may include multiple choice or short answer questions. These are usually given after students have had a chance to explore in-depth a concept or watch a videoclip. These type of questions check for common misunderstandings before students move on to the next lesson or task.  Using a variety of online testing formats, including the quiz function in CANVAS or GOOGLE Classroom, students are often able to get immediate feedback on accuracy, before they move on to the next question.  

Summative project-based lessons, include end of chapter projects incorporating the skills and understandings students have developed in the previous formative lessons. These projects are designed to assess unit-specific skills and showcases the progress the student is making as they navigate the entire course. There is broad guidance for these activities and established rubrics, but project implementation leaves room for students to put their personal stamp on the creation and allows for discovery and trial and error. 

"It is literally true that you can succeed best and quickest by helping others to succeed."

~ Napolean Hill

Achievement: Assessments are incorporated to measure student outcomes and teacher instruction to ensure a strong, innovative, and cohesive STEM program. Each of the following attributes uses innovative assessment to sustain a well- rounded STEM program. 



A variety of assessments are incorporated to measure student outcomes and teacher instruction to ensure a strong, innovative, and cohesive STEM program. The assessment plan includes rubric-based performance assessments that require students to demonstrate knowledge of STEM concepts and skill in completing authentic tasks that model performances in work- based learning. 



Diagnostic, ongoing, and vertically and horizontally aligned formative and summative assessments are used for all students to drive instructional decisions to promote student achievement. 


Cleveland Middle School

S.T.E.A.M. Team

© 2020-2021 by G.M. Dyrek

  • Facebook Clean Grey
  • Twitter CMS CTE