| 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 |
Demonstration
Establishing group norms
Discussions
Monitor room for questions/help
NetMeeting - Chat feature
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Throughout the lesson period 1 & 2
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Setting the tone for the class by discussing "group norms" allows learners to understand how to participate during demonstration & practice activity. Listening during discussion and for questions during activity allows the instructor to check for understanding and to understand the thought process of adult learners. The chat will allow adult learners to ask questions without being identified by the group. (Adult learners tend to not ask questions in front of their peers because they don't want to look bad to others)
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| b) To encourage the students to reflect on their learning progress and achievement |
Closure activity
Observation of learners as they complete the activity
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At the end of the lesson period 1 & 2
Throughtout lesson period
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Asking the learners how they can apply what they've learned to their curriculum helps them reflect on and summarize their learning. (Self-assessment) Expressing it to the class allows them to hear other's ideas.
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| c) To determine your colleagues needs for implementing a system for monitoring effectiveness of their integration efforts |
Discussion
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At the end of the second lesson period
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The learners will experience using the software in the first lesson period. They will leave with a resource CD that includes integration information and a digital camera to capture video for the second session. At the end of the second session the discussion will include these questions (but not limited to) 1)What does integration look like to you? 2)What kinds of things have you done to integrate technology into your curriculum 3) After reviewing the resources, how has your idea of integration changed? 4)What would you use to judge whether integration has taken place and if it is effective? This will give my colleagues an opportunity to reflect on their integration efforts, and hopefully, give the instructor evidence of the need for a system to monitor effectiveness of integration efforts.
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Goals
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Sub-Goals
(Objectives)
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Types of Learning
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Assessment Strategy
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Feedback Strategy
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| Student (Adult Learner) Goals:
1. Create a video using Movie Maker 2 AutoMovie feature
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Complete tutorial or follow provided instructions. |
Cognitive (understanding, application) |
Check understanding after demonstration.
Ask for questions during/after demonstration.
Ask learners to summarize steps involved in creating the video using AutoMovie so they can begin creating one of their own.
Discussion
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Gives instructor the opportunity to assess understanding so that learners can go to next step and use what they've learned.
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| Practice using various features of software. |
Psychomotor (imitation, practice |
Observe during practice, group work.
Questioning/discussion - What transition would they use in this activity? What effect does each transition create? How would you choose transitions for different projects?
Give sample rubric for teachers to evaluate the video. (product-based/supply-response)
Have groups evaluate their own video and another group's video using the sample rubric.
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Allows the learner to apply what they've learned to create a video with their group.
Allows learner to evaluate their product using a sample rubric like they might use for a student.
Give learners a chance to reinforce the thought process of creating a video for audience, type, story and effect.
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| 2. Discuss possible applications of video in foundation and enrichment curricular content. |
Identify possible applications by yourself; then collaborate with 1 or 2 other people. (Think-Pair-Share) |
Cognitive (understanding, application |
Discussion |
By using the Think-Pair-Share, and then discussing, the learner will see the value of collaboration and gain ideas for application of technology tool to their curriculum.
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| As a class, create a list of applications in foundation and enrichment curricular content. |
Cognitive (list) |
NetMeeting chat feature to use in discussion.
Save chat and print for all participants.
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Allows learners to summarize and combine their learning and ideas, and take them back to their classrooms as resources.
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| 3. Identify TA TEKS met by using video in content and enrichment curricular content. |
Individually, identify TA TEKS met by the application. |
Cognitive (comprehension) |
Observation of learner |
This will allow the instructor to answer questions, ask questions to clarify learner's thinking, to identify linking by the learner of what they've learned to previous knowledge. |
| Get with a partner and compare your lists. Discuss why you chose those that are different from each other. |
Cognitive (understanding, application) |
Discussion |
Instructor will listen, paraphrase learner's ideas, ask clarifying questions as needed.
Learners will receive feedback from each other, expand their understanding.
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| Video Rubric |
| This assessment will be used to evaluate the video for required elements, demonstration of software skills, purpose and story, and cooperation of team members. It is meant to be a way for the team to assess their product, and also an example of what teachers might use with student projects.
Learning Goals and Objectives
1. Create a video using Movie Maker 2 AutoMovie feature
- Complete tutorial or follow provided instructions.
- Practice using various features of software.
2. Discuss possible applications of video in foundation and enrichment curricular content.
- Identify possible applications by yourself; then collaborate with 1 or 2 other people. (Think-Pair-Share)
- As a class, create a list of applications in foundation and enrichment curricular content.
3. Identify TA TEKS met by using video in content and enrichment curricular content.
- Individually, identify TA TEKS met by the application. (using resources provided)
- Get with a partner and compare your lists. Discuss why you chose those that are different from each other.
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| Creating a Video Using Movie Maker 2 (AutoMovie feature) |
| CATEGORY |
3
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2
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1
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Total |
| Story |
The purpose/audience and the story being told is clear from the beginning. |
The purpose/audience and the story being told is fairly clear. |
It is difficult to figure out the purpose/audience of the video and the story being told. |
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| Title and Credits |
Title clarifies the purpose/audience/story of the video. Font, size and color are appealing. Credits include required elements. |
Title may clarify the purpose/audience/story of the video. Font, size and color may be appealing. Credits missing 1 element. |
Title doesn't clarify purpose/audience/story of the video. Font, size and color illegible or unattractive. Credits missing 2 elements |
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| Transitions |
Transitions enhance the total effect of the video. |
Transitions may enhance the total effect of the video. |
Transitions distract from the total effect of the video. |
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| Video Clips |
Use of 3 or more video clips to tell story. |
Use of 2-3 video clips to tell story. |
Use of 1 video clip to tell story |
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| Group Collaboration |
All team members share in the decisions about video clip order, title/credits, transitions. |
Most team members share in the decisions about video clip order, title/credits, transitions. |
Team members act independtly. Very little sharing of ideas and help. |
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| Software |
Team members are able to follow the AutoMovie steps with no problem. Effective navigation & utilization of features. |
Team members are able to follow the AutoMovie steps with very few problems. Some questions about navigation & utilization of features. |
Team members are able to follow the AutoMovie steps with help. Unclear about the navigation & utlization of features. |
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Date Created: December 3, 2003
Re-created December 10, 2003
Rubistar |
Standard Matrix
