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While performance-based assessments naturally align to the Related Arts and Career and Technology courses, New Ellenton Middle School strives to employ performance-based assessments in all aspects of the learning environment. One such example of New Ellenton Middle School students demonstrating their learning through performance-based assessments is the use of interactive notebooks which are implemented in our science classes. Interactive notebooks allow students to personalize the learning process on the "input" side of the notebook, while demonstrating their ability to apply that learning to authentic, real world tasks on the "output" side of the notebook. Over the course of a unit, interactive notebooks become a portfolio that documents the growth and progress of student learning, while also serving as a comprehensive study guide for students. During a unit on the human body systems, students used the “input” side of the notebook to design graphic organizers to aid in learning how each body system functions. On the “output” side of the notebook, students applied their understanding of how each system functioned independently to create models to illustrate the interdependency of those systems and to construct explanations of how given diseases might impact multiple body systems and the overall health of an individual. These interactive notebooks serve as a formative assessment tool that allows the teacher to track student learning in an on-going manner throughout the unit of instruction.

The ability to engage in argumentation is a central aspect of STEM education. Innovation in technology and engineering rely on the advancement of science. This advancement is not possible without forward thinking minds that can use evidence to not only develop claims, but also refute them. The ability to develop claims and counterclaims for New Ellenton Middle School students starts each school year with a school-wide STEAM project. Rubrics identifying the key components of effective claims and counterclaims are used in ELA classes to establish students understanding of these skills. The STEAM project requires students to apply their ability to develop claims and counterclaims in all content areas. One such project includes the Crime Scene Investigation (CSI) STEAM unit that occurred in 2015. Throughout the unit, student used evidence from their crime scene investigation to support claims and refute counterclaims regarding the guilt and innocence of suspects. The culminating event for this project required students to present their arguments in a “court-room” style debate. The aforementioned rubric was used to evaluate students’ arguments, and ultimately determine guilt or innocence of the accused.

The Engineering Design Process (EDP) and the Scientific Method are central components of STEAM education at New Ellenton Middle STEAM School. Teachers at New Ellenton felt so strongly about the importance of these aspects of their STEAM learning environment that they collaborated to design a unique graphic to illustrate how these two processes are interrelated. This graphic is included in the STEAM notebook distributed to all students and referenced in all classes. Both of these processes require students to demonstrate their learning through performance-based assessments. The Science and Engineering Fair is a required project for all New Ellenton students. A rubric, created and distributed through the Savannah River Nuclear Solutions Educational Outreach program, outlines the criteria and constraints for this project. The distribution and review of the rubric are handled through science classes. Students use the Scientific Method as the foundation for investigating authentic, self-identified scientific questions. A designated timeline for completing specific components of the project aids students in staying on task and affords teachers the opportunity to provide timely and specific feedback that can be used by students to self-direct their learning. All projects are entered into the school-based science fair and then showcased for parents and community members during the annual STEAM Night. Projects are judged by third party participants using the established rubric. Winners from each grade level move on to represent NEMS at the CSRA Regional Science and Engineering Fair.

Student Created Career Portfolio