| Assessment & Feedback Plan |
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Assessment Instrument
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What
Tasks, Strategies, Instrument
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Why
How do the selected tools support your learning goals and the learning principles guiding your design?
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| a) To enable continuous/frequent feedback between you and the students |
Individual Assistance
Questioning
Class Discussion
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Throughout direct instruction and student group work
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Teacher will ask questions to determine the understanding of students and give feedback during direct instruction, and group work. Questioning will allow the students to demonstrate their understanding of the learning goals and objectives as a class and individually. This requires participation from teacher and students following the dual-centered model.
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| b) To encourage the students to reflect on their learning progress and achievement |
Questioning
Summarizing
Observation
Class Discussion |
During the lesson, group activity and at the end during class discussion.
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Students will be given the opportunity to think about what they've learned and to share it with the class.
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| c) To determine your students' learning progress and achievement |
Observation
Checkpoints
Rubric
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During lesson, at the end of each part of the activity, and after lesson completion
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Teacher will use her observations during questioning, lesson and class discussion to complete rubric for each group. The rubric addresses the student learning goals & objectives; however, to be supportive of the dual-centered model and include student input it might need to be modified or used as a tool to talk with each group and allow them to evaluate their learning in a simpler way .
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Goals
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Sub-Goals
(Objectives)
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Types of Learning
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Assessment Strategty
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Feedback Strategy
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Student Goals
1. Estimate the weight and the circumference of an object using non-standard units. (Get actual weight and circumference using non-standards units.)
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a. Observe whether estimation is correct. (such as higher or lower compared to observed data) |
Cognitive (Comprehension, Analysis, synthesis)
Psychomotor (Executing actions)
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Teacher will listen for students use of comparative words during class discussion
Observation
Completion of graph because data was entered correctly.
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Was your estimate higher/lower? Bigger/smaller? Longer/shorter? than the actual weight and circumference.
How do you put the cursor in the cell? What do you do when you finish typing in the data in the cell? What happened to the graph when you entered your estimate and actual numbers?
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| b. Record estimates & observations. |
| c. Interpret what they've done using comparison words. |
| 2. Enter estimated & observed data in a spreadsheet and create a graph to use during interpretation. |
a. Enter estimated and observed data. |
Cognitive (comprehension, application)
Psychomotor (Executing actions)
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Teacher will observe whether students' graphs are complete.
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Is any part of your graph empty? Did you fill in your group number?
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| b. Follow graph directions. (verbal & visual) |
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Goals
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Sub-Goals
(Objectives)
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Types of Learning
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Assessment Strategty
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Feedback Strategy
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Teacher Goals: (Instructor)
1. Access a variety of resources and apply new technology to instruction.
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a. Learn to use campus wireless computer lab and demonstrate to students. |
Cognitive (knowledge, comprehension, application, synthesis)
Affective
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Teacher-created spreadsheet template. Teacher setup of wireless laptops in classroom.
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Was teacher successful & comfortable in setting up the classroom & laptops without assistance?
Did the spreadsheet & graph work? Did it meet the needs of the students?
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| b. Create a spreadsheet template for student use. |
| 2. Develop autonomy in the process and steps of creating student learner-centered instruction using integrated technology-enhanced instructional and classroom-management strategies to address developmentally appropriate learning experiences for diverse student learners in foundation curricular content. |
a. Identify and explain the steps in the process. |
Cognitive (comprehension, application, analysis, synthesis, evaluation)
Affective
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Questioning, observation, discussion between mentor and mentee.
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What tasks (steps) have been involved in planning this lesson?
What are the needs of the diverse learners in this class? How will you provide for those needs to be met during the lesson?
How will you manage student behavior during the lesson? What alternative/backup plans can you make in case something goes wrong with the technology?
What technology will best help your students learn the objectives?
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Goals
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Sub-Goals
(Objectives)
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Types of Learning
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Assessment Strategty
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Feedback Strategy
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Professional Goals (Mentor):
1. Demonstrate effective mentoring/coaching skills.
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a. Create and manage a trusting mentor/teacher relationship. |
Affective
Cognitive (comprehension, application, analysis, evaluation)
Psychomotor (executing actions)
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Conferences with teacher are frequent as needed.
Create video of coaching sessions for coaching partner.
Mentor observes response of mentee in meetings
Mentor reflects on coaching sessions & questioning strategies.
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Did teacher understand my communication clearly in e-mails, discussions, and by phone?
Do we need to meet more often? again?
Does the teacher feel comfortable asking questions, sharing ideas?
What do I need to do to help the teacher be successful?
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| b. Utilize questioning strategies that clarify meanings, stimulate thinking, and formulate new understandings in conjunction with active listening in a accepting way. |
| 2. Plan technology-enhanced instructional strategies and modifications the meet the needs diverse learners. |
a. Identify instructional strategies/resources for diverse learners. |
Cognitive (comprehension, application, evaluation)
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Conference with Special Ed teacher familiar with student disabilities
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What assistive technologies have been determined necessary in the IEP?
After looking at the lesson, what suggestions do you have for any changes needed for the student?
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| b. Identify modifications/resources for student learning disabilities/limitations. |
Standard Matrix
