MTTC Mentoring Field Experience Home Page

MASTER TECHNOLOGY TEACHER CERTIFICATION PROGRAM

Education Service Center
Region XI

Leah Franco

Assessment Instruments

How

the processes, how often?

Why

how do the selected tools support your learning goals and the learning principles guiding your design?

What

tasks, strategies, instruments

a) to enable continuous/frequent feedback between you and the students

Daily throughout the class periods where the teacher and students are doing the exploration of the software to determine (1) general features available and (2) specific features that illustrate the elements of Art.

Daily throughout the class periods when the students are (1) creating their shapes/designs (2) enhancing their shapes/designs.

Daily at the end of the class periods when the students are attempting to save.

At the end, prior to the students printing.

To insure that students are locating and are aware of (1) the general features of the software (2) the specific features that illustrate the elements of Art.

To insure that the students are transferring their knowledge of the concepts and terms from Art to the features available in PhotoDraw.

To insure that students are saving to their network folder and not to the hard drive.

To spot check student assignments for correct shapes and enhancements prior to printing to eliminate extra printing.

Discussion, Peer Observation, Teacher Check points

Discussion, Check points, Teacher Observation

Discussion, Peer Observation, Teacher Check points

b) to encourage the students to reflect on their learning progress and achievement

Daily during teacher's guided practice...exploration of software and art features available.

Daily during students initial creations.

Daily during time when students are saving..focus on beginning of assignment to get them started correctly.

Daily during time when students are printing...again focus on beginning of assignment to get them started correctly.

To insure student's understanding of features available and art features available. This will guide students in creating graphics/designs and applying enhancements.

To insure student's transition of terms/concepts from Art to technology. This will prevent having to have students redo all projects.

So students will understand the difference between network folders and hard drive.

Encourage students to complete and check assignment prior to printing.

Discussion, Teacher Visual Checkpoints,
Peer Tutoring.

Teacher Visual checkpoints, Discussion, Peer Tutoring

Teacher Visual checkpoint, Discussion, Peer Tutoring

Teacher Visual Checkpoint, Discussion, Peer Tutoring

c) to determine your students' learning progress and achievement

Continually throughout exploration of software for (1) elements available and (2) elements that apply to assignment

Continually throughout the initial phases of graphics/shape creation.

Continually throughout the initial phases of enhancement of graphics/shapes.

Beginning when students are beginning to save projects.

Beginning when students are printing projects.

After completion of projects.

To insure transition of concepts/terms from Art to technology.

To insure that application of terms/concepts is correct.

To insure that the students are utilizing the software tools correctly in creating and enhancing their designs.

To insure proper saving procedures from beginning.

To insure proper transition of terms/concepts and proper application of terms/concepts.

To give overall completion grade of all 4 projects.

Visual Checkpoints, Discussion

Visual Checkpoints, Peer Tutoring

Visual Inspection of Network Folder

Visual Inspection prior to printing, Peer Tutoring

Formal Assessment--Rubric to grade all 4 projects.

Assessment Strategies


Goals	Sub-Goals (Objectives)	Type of Learning	Assessment Strategy	Feedback Strategy
*Student Goals:* 1. Explore PhotoDraw software to determine features available for specified criteria.	1. Open graphics/shapes in PhotoDraw. 2. Explore features on tool bar that are available to meet teacher’s design creation criteria. 3. Illustrate saving picture to network folder.	1. Application 2. Application 3. Application	Observe students as they begin use of PhotoDraw software. Observe students as they save.	How will you know if they can find certain software features? How will you know that they can identify software features that meet project criteria? How will you know that they have saved correctly?
2. Explore PhotoDraw software to see what features illustrate basic design elements of Art—line, shape, form, texture, value, & color.	1. Open graphic/premade shape. 2. Identify feature that illustrates a specific design element. 3. Apply element and observe metamorphosis of picture.	1. Comprehension 2. Synthesis 3. Application	Observe students as they open shapes/graphics. Observe students as they apply the Art elements to the features available on the software. Observe students as they apply enhancement.	How will you know they have opened a shape/graphic? What should the design look like? Which design have they created and what element are they trying to illustrate? Did they accomplish the task?
3. Use PhotoDraw software to create and save the following: (1) 1 design w/premade shape; (2) 1 original design w/freehand selection; (3) 1 original design in bl/white & (4) original design of choice.	1. Create specific designs. 2. Save designs in network folder.	1. Comprehension, Synthesis 2. Comprehension	Observe students as they create each design. Observe students as they save designs. Check students network folders to insure success.	Which design are they creating? What should that design look like? Is their file located in their network folder? Is it saved as a PhotoDraw file?
4. Using PhotoDraw software, apply basic design elements to 4 created shapes.	1. Change shapes to illustrate (1) Premade shape altered w/Fill, Edges and Effects; (2) Original freehand selection w/ Fill, Effect; (3) Bl/White original design w/accent of 1 color (transparent); and (4) original design w/features that create impression of charcoal, paint, chalk. 2. Save projects in network folder (student’s). 3. Print projects according to specifications.	1. Analysis & Synthesis 2. Comprehension 3. Comprehension & Analysis	Observe students are they make enhancement choices that illustrate their understanding of the elements of Art. Compare their creation to Rubric. Observe students as they save their work. Check design according to criteria.	Does the shape they are creating meet the criteria of that picture? Does the effect they are selecting meet the criteria for that design? Are they making the transition between the software and hand drawn objects/effects? Is the file in their network folder? Does the design meet the criteria? Do the effects illustrate the criteria of that design?
*Teacher/Mentor Goals:* 5. Create a working relationship between mentor and teacher to assist in technology integration and all phases of lesson.	1. Generation and discussion of ideas to create a relationship of trust and interdependence. 2. Teamwork & cross-curricular understanding to assist in lesson creation 3. Clarify & discuss points that will hamper/assist Learning Disabled students. 4. Clarify & discuss additions to lesson that will enhance for G/T students. 5. Devise & write strategies that will assist & challenge the students. 6. Discuss classroom management issues that might arise due to computer usage	1. Analysis 2. Comprehension & Application. 3. Analysis & Evaluation 4. Analysis & Evaluation 5. Knowledge & Analysis 6. Knowledge & Analysis	Document conference with teacher about software features that compare with Art features (design and enhancements) that are needed. Run-through lesson where the teacher and I create and enhance all designs in project. Check-off completion of each project. Note features used. Compare and note software features with Art concepts/elements. Mental check-off of teacher's identification of features that will hinder/assist the LD students. Mental check-off of teacher's awareness of software use that might hinder/assist the LD students. Mental check-off of teacher's awareness and use of features and enhancements to lesson that will challenge the G/T students. Mental check-off of teacher's awareness and use of features and enhancements to lesson that will challenge the G/T students. Mental check-off of teacher's awareness of possible problems with computer usage.	What features illustrate the elements of Art? Where are these features located? What effects illustrate the criteria? Where are these effects located? What designs are needed for projects? What effects are needed for projects? Where are these features located in software? How are they applied? What is the correlation between designs and effects and art terms and elements? What features of the software make it conducive for LD students? What features must the teacher be aware of that might confuse the LD student. What features of the software/lesson will enhance/challenge the G/T student? What features of the software/lesson will enhance/challenge any student? What might drag the students off-task? What might encourage them to stay on? What might interest the students above the norm?
6. Create a lesson that integrates technology & art—utilizing PhotoDraw software (technology) to illustrate basic design elements of Art (subject area).	1. Use technology skills to enhance a subject area. 2. Use people skills to convey instructions needed to illustrate operation of software & connect Art & technology elements. 3. Utilize cross-curricular skills to combine 2 fields of study—Art & Technology.	1. Application 2. Knowledge & Synthesis 3. Synthesis & Evaluation	Mental check-off as teacher explores software to areas where software matches criteria of projects. Assess the teacher's skills by having her walk through the software with me. Assess the teacher's ability to correlate the art terms with the software. Mental check-off of teacher's awareness of cross over between Art terms/concepts and designs and effects from software.	What effects/design from the software correlate with the art terms/concepts presented? What designs/effects must be identified to transfer knowledge to computer. What type of basic computer skills does the teacher have? What part of the software does she need the most practice? What software designs/effects correlate with the lesson terms/concepts?
7. While planning, create modifications to accommodate the Learning Disabled and Gifted students and to create classroom management ideas/practices.	1. Clarify & discuss points that will assist Learning Disabled students. 2. Clarify & discuss additions that will enhance for the G/T students 3. Devise & write strategies that will assist & challenge the students, keep them on task.	1. Analysis & Synthesis 2. Analysis & Synthesis 3. Knowledge, Analysis & Synthesis	Mental check-off of teacher's identification of features that will hinder/assist the LD students. Mental check-off of teacher's awareness of software use that might hinder/assist the LD students. Mental check-off of teacher's awareness and use of features and enhancements to lesson that will challenge the G/T students. Mental check-off of teacher's awareness of possible problems and advantages of computer usage.	What features of the software make it conducive for LD students? What features must the teacher be aware of that might confuse the LD student. What features of the software/lesson will enhance/challenge the G/T student? What might drag the students off-task? What might encourage them to stay on? What might interest the students above the norm?
*Mentor's Goals:* 8. To be able to discuss specific ideas & formulate plans for a lesson with a coworker.	1. Input ideas and combine teacher’s thoughts and ideas as to how to enhance a subject area lesson with technology elements (cross-curricular).	1. Knowledge & Synthesis	Mental check-off of teacher's awareness of cross over between Art terms/concepts and designs and effects from software. Mental check-off of teacher's awareness of benefits of technology (visual aspect vs. drawing) to enhance this particular lesson.	What are the benefits of repeating this lesson using technology (software) vs. hand-drawn objects? What are the benefits of using computers? What are the drawbacks of using computers? What can I do to alleviate the drawbacks and make this a successful unit?

Rubric

The rubric below will be used by the teacher to assess the student's individual projects. There will be 4 projects, each with specific criteria. Each will be graded with the rubric. There will be an additional project for extension. This also has certain criteria.

Learning Goals:

Use the computer and PhotoDraw software to illustrate to students how to create, enhance, save and print a design.
Use the computer and PhotoDraw software to illustrate the transition of elements of art from student-generated products (by hand) to computer generated products.
Use the computer and PhotoDraw software to generate 4 designs conforming to specific criteria that encompasses Art terms/concepts.
Use the computer and PhotoDraw software to generate an additional project that conforms to specific criteria and also encompasses yet another technology skill...scanning.

Learning Objectives:

          1a. Guided practice on how to create and enhance a design in PhotoDraw software.
          1b. Guided practice on how to save and print on the network.

2a. Guided practice on identification of elements of art in PhotoDraw software.
2b. Guided practice on identification of effects in PhotoDraw software.

           3a. Guided practice on identification and utilization of designs in PhotoDraw software according to specific
                 criteria.
           3b. Guided practice on identification and application of effects in PhotoDraw software that conform to
                  criteria set-out in assignment.

4a. Guided practice on use of scanner.
4b. Guided practice on using pictures from folder in PhotoDraw.

CRITERIA--Project 1	Excellent (20 points)	Good (16 points)	Satisfactory (12 points)	Needs Improvement (8 points)	Score Received
Created an original design using a PhotoDraw pre-made shapes.	Used 3 or more shapes together.	Used 2 or more shapes together.	Used 2 shapes.	Used only 1 shape.
Design is artistically created.	Shapes are linked/tied together to illustrate uniformity/coherence.	Shapes are somewhat uniform.	Shapes show no relationship/uniformity.	Shapes are just placed on page.
Altered the design with fill, edges, effects	Altered with all 3 enhancements.	Altered with 2 enhancements	Altered with 1 enhancement	Altered with basic enhancement
Application of alterations illustrate creativity/design.	Enhancements create an overall theme/design/impression.	Enhancements show some creativity in design and placement.	Enhancements illustrate criteria.	Enhancement adds no relevance/meaning to design.
Design is saved in network folder.	Student shows complete mastery of saving in network folder.	Student has some assistance.	Student must have teacher supervision and checking.	Student must be reminded continually on procedure.

CRITERIA--Project 2	Excellent (20 points)	Good (16 points)	Satisfactory (12 points)	Needs Improvement (8 points)	Score Received
Created an original design using a PhotoDraw's freehand selections such as scribble, curves, freehand	Created 3 or more shapes.	Created 2 or more shapes.	Used 2 shapes .	Used only 1 shape.
Design is artistically created.	Shapes are linked/tied together to illustrate uniformity/coherence.	Shapes are somewhat uniform.	Shapes show no relationship/uniformity.	Shapes are just placed on page.
Altered the design with fill, edges, effects	Altered with all 3 enhancements.	Altered with 2 enhancements	Altered with 1 enhancement	Altered with basic enhancement
Application of alterations illustrate creativity/design.	Enhancements create an overall theme/design/impression.	Enhancements show some creativity in design and placement.	Enhancements illustrate criteria.	Enhancement adds no relevance/meaning to design.
Design is saved in network folder.	Student shows complete mastery of saving in network folder.	Student has some assistance.	Student must have teacher supervision and checking.	Student must be reminded continually on procedure.

CRITERIA--Project 3	Excellent (20 points)	Good (16 points)	Satisfactory (12 points)	Needs Improvement (8 points)	Score Received
Created an original design in black and white.	Used 3 or more shapes together.	Used 2 or more shapes together.	Used 2 shapes.	Used only 1 shape.
Design is artistically created.	Shapes are linked/tied together to illustrate uniformity/coherence.	Shapes are somewhat uniform.	Shapes show no relationship/uniformity.	Shapes are just placed on page.
Altered the design with 1 accent (transparent on one part)	All shapes are altered with 1 accent that is transparent on one part	1 Shape is altered with 1 accent-- transparent on 1 part	1 Shape is altered with 1 accent--not transparent	Shape has 1 accent
Application of alterations illustrate creativity/design.	Accents create an overall theme/design/impression.	Accents show some creativity in design and placement.	Accents illustrate criteria.	Accents add no relevance/meaning to design.
Design is saved in network folder.	Student shows complete mastery of saving in network folder.	Student has some assistance.	Student must have teacher supervision and checking.	Student must be reminded continually on procedure.

CRITERIA--Project 4	Excellent (20 points)	Good (16 points)	Satisfactory (12 points)	Needs Improvement (8 points)	Score Received
Created an original design that illustrates the basic elements.	Used 3 or more shapes together.	Used 2 or more shapes together.	Used 2 shapes.	Used only 1 shape.
Design is artistically created.	Shapes are linked/tied together to illustrate uniformity/coherence.	Shapes are somewhat uniform.	Shapes show no relationship/uniformity.	Shapes are just placed on page.
Altered the design with artistic selections that create the impression of charcoal, chalk, paint, etc.	Altered with all 3 enhancements.	Altered with 2 enhancements	Altered with 1 enhancement	Altered with basic enhancement
Application of alterations illustrate creativity/design.	Enhancements create an overall theme/design/impression.	Enhancements show some creativity in design and placement.	Enhancements illustrate criteria.	Enhancement adds no relevance/meaning to design.
Design is saved in network folder.	Student shows complete mastery of saving in network folder.	Student has some assistance.	Student must have teacher supervision and checking.	Student must be reminded continually on procedure.

CRITERIA--Project 5 (Extra)	Excellent (20 points)	Good (16 points)	Satisfactory (12 points)	Needs Improvement (8 points)	Score Received
Created an original design using scanned photos.	Used 3 or more photos/designs together.	Used 2 or more photos/designs together.	Used 2 photos/designs.	Used only 1 scanned photo.
Design is artistically created.	Photos/designs are linked/tied together to illustrate uniformity/coherence.	Photos/designs are somewhat uniform.	Photos/designs show no relationship/uniformity.	Photo is just placed on page.
Altered the design with artistic selections.	Altered all 3 photo/designs.	Altered 2 photo/designs.	Altered1 photo/design	Altered with basic design
Application of alterations illustrate creativity/design.	Artistic design created an overall theme/design/impression.	Artistic design showed some creativity in design and placement.	Artistic design illustrated criteria.	Artistic design added no relevance/meaning to photo.
Design is saved in network folder.	Student shows complete mastery of saving in network folder.	Student has some assistance.	Student must have teacher supervision and checking.	Student must be reminded continually on procedure.

Date Created: 2003-02-26
rubistar.4teachers.org

Education Service Center
Region XI
3001 N. Freeway
Fort Worth, TX 76106