Farmer: Assessment

Assessment Instruments
Plan To:
What
(tasks, strategies, instruments)
How
(the processes, how often)
Why
(how the selected tools support learning goals/principles guiding design)
Enable continuous/frequent feedback between you and the participants.
  1. Ask questions
    and observe participants
  2. Be responsive to participants who have difficulty during training
  3. Encourage interaction between participants
  1. At each stage of the training session
  2. Ongoing as implementation continues with students
  1. Use teacher's questions to encourage depth of thought as well as provide feedback on training.
  2. Since training will be provided at multiple times, feedback from teachers will allow for improvement of training for later participants.
Encourage the participants to reflect on their learning progress and achievement.
  1. Remind participants of prior learning related to use of software in general
  2. Ask questions which encourage reflection on how Kurzweil can be most effectively utilized for instruction
  1. During training in lab as new features are introduced
  2. Teachers share insight as to how the software can be useful for students in their subject area
  3. Encourage ongoing discussion during implementation phase
  1. Connecting to prior learning and understanding makes new learning more effective and relevant.
  2. Building on teacher knowledge and understanding of student's needs in content areas.
  3. Recognizing need for flexibility during implementation of new technology tools
Determine the participant's learning progress and achievement.
  1. Ongoing monitoring throughout training
  2. Participants demonstrate understanding
  3. Implementation over time
  1. Participant success in utilizing software tools
  2. Participant's discussions of issues related to struggling readers
  3. Ongoing communication as teachers and students utilize software tools
  1. Teacher success with software will have a direct impact on willingness to have students use Kurzweil in their classroom activities.
  2. Teacher understanding of instructional issues related to struggling readers and available interventions impacts development of lessons and provisions for support of struggling readers
  3. Participant's trust in ongoing instructional and technology support will have a direct impact on their willingness to implement new technology tools
Assessment Strategies
Goals
Sub-Goals
(Objectives)
Type of Learning
Assessment Strategy
Feedback Strategy
1. Understand the purpose of the Kurweil Educational System and various instructional implications of its use 1. Participants access demo website
2. Participants understand instructional implication of issues related to struggling readers

Cognitive - Analysis, synthesis, evaluation
Affective – value process
Psychomotor – executing actions (good listening)

Discussion
Reflection
Observation

1. Instructor directed questioning to encourage discussion
2. Response from participants during training and after time for reflection
3. Instructor observation of participant success or difficulty

2. Learn to open and use Kurzweil to read text from a variety of sources.
1. Explore options from menu bar and tool bars
2. Open and read text from saved documents and from Internet web pages		 Cognitive – knowledge, comprehension, synthesis Performance
Discussion
Reflection
Observation
 1. Successful use of software
2. Instructor directed questioning to encourage discussion
3. Response from participants during training and after time for reflection
4. Instructor observation of participant success or difficulty

3. Learn to change a variety of settings to individualize the program for specific students

1. Adjust settings for: reading speed, reading mode, reading unit, language
2. Experience how adjusted settings affect user experience of text which is read 		Cognitive – knowledge, comprehension, evaluation Performance
Discussion
Reflection
Observation
 1. Successful use of software
2. Instructor directed questioning to encourage discussion
3. Response from participants during training and after time for reflection
4. Instructor observation of participant success or difficulty
4. Learn to use electronic notes within the Kurzweil program to communicate with students. 1. Create sticky notes and footnotes
2. Use notes to: give directions/feedback, ask question and get response from student
3. Use read feature to read notes

Cognitive – knowledge, comprehension, evaluation
Affective – value process
Psychomotor – executing actions (good listening)

 

Performance
Discussion
Reflection
Observation
Product		 1. Successful use of software
2. Instructor directed questioning to encourage discussion
3. Response from participants during training and after time for reflection
4. Instructor observation of participant success or difficulty
5. Successful creation and use of notes
5. Understand how students will access and utilize the Kurzweil system. 1.Logon to network and open Kurzweil
2. Discuss implications of need for unique logins for students rather than generic student logins
3. Discuss methods of enhancing student access such as by using adaptor to "split" headphone signal so that 2 headphones connect to a single computer 		Cognitive – knowledge, comprehension, synthesis, evaluation

Discussion
Reflection

 1. Instructor directed questioning to encourage discussion
2. Response from participants during training and after time for reflection
6. Develop effective training materials. 1. Use step sheet during training
2. Provide feedback to guide development of additional training materials

Cognitive - Analysis, synthesis, evaluation
Affective – value process
Psychomotor – executing actions (good listening)

Performance
Discussion
Reflection
Observation
Product

1. Successful development of step sheet
2. Discussion with participants to solicit ways to improve training and materials
3. Instructor reflection after training activities to self-evaluate
4. Instructor observation of participant success or difficulties during training
5. Successful training of staff

7. Learn to utilize Kurzweil effectively to be able to address participate questions and concerns. 1. Ask related questions during training to solicit participant questions and concerns
2. Identify features which will be useful for students learning their subject area TEKS

Cognitive - Analysis, synthesis, evaluation
Affective – value process
Psychomotor – executing actions (good listening)

Performance
Reflection
Product		 1. Successful exploration and use of software
2. Reflection after each training opportunity to self-evaluate
3. Completed training for staff
Professional Goals:
8. Utilize effective staff development strategies which address the needs of adult learners. 		1. Build technology skills while learning software features to meet a variety of needs of students with reading disabilities

Cognitive - Analysis, synthesis, evaluation
Affective
Psychomotor – executing actions (good listening)

Performance
Reflection
Observation
Product

 1. Successful staff development based on participant feedback
2. Reflection after each staff development opportunity to self-evaluate
3. Instructor observation of participant success or difficulties during training opportunities
4. Completion of staff development
9. Utilize effective coaching and mentoring skills. 1. Communicate with MTTC coach to provide information to facilitate mentoring activities
2. Value the mentoring process and incorporate strategies in my daily professional duties.
3. Develop mentoring/coaching skills in order to better assist teachers on my campus

Cognitive - Analysis, synthesis, evaluation
Affective – value process
Psychomotor – executing actions (good listening)

Performance
Discussion
Reflection
Observation
Product		 1. Feedback provided by MTTC coach
2. Discussion with MTTC coach after reflection/self-evaluation regarding ways to improve on personal performance
3. Completion of MTTC mentoring web site.

Participants and Instructor will meet the following learning goals and objectives:

Standard I: All teachers use technology -related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications.
•  the appropriate use of hardware components, software programs, and their connections;
•  demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
•  use technology terminology appropriate to the task;
•  perform basic software application functions, including, but not limited to, opening an application program and creating, modifying, printing, and saving documents;

Standard III: All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.
•  how to use appropriate computer-based productivity tools to create and modify solutions to problems;
•  use subject matter foundation and enrichment curricula in the creation of products;
•  participate in electronic communities as a learner, initiator, and contributor;
•  complete tasks using technological collaboration such as sharing information through on-line communications; use groupware, collaborative software, and productivity tools to create products;

Standard V: All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications TEKS into the curriculum.
•  where to find and how to utilize technological resources to implement the TEKS, to support instruction, to extend communication, to enhance classroom management, and to become more productive in daily tasks;
•  strategies that students with diverse strengths and needs can use to determine word meaning in content-related texts;
•  plan applications-based technology lessons using a range of instructional strategies for individuals and small/whole groups;
•  identify and address equity issues related to the use of technology , including, but not limited to, gender, ethnicity, language, disabilities, and student access to technology;
•  plan, select, and implement instruction that allows students to use technology applications in problem-solving and decision-making situations;
•  use a variety of instructional strategies to ensure all students' reading comprehension of content-related texts, including helping students link the content of texts to their lives and connect related ideas across different texts;
•  conduct an ongoing self-assessment of strengths and weaknesses in the knowledge and skills of Technology Applications

Rubrics (Participant and Instructor)
Use the participant rubric below to evaluate your own performance as a participant in this technology staff development opportunity. This reflection on your role in the training process is designed to facilitate personal growth as a professional and clarify areas for future improvement and/or staff development. (Also complete the instructor rubric which follows.)
CATEGORY Excellent Good Satisfactory Needs Improvement Self-Evaluation Insights/Needs
Attitude Never publicly critical of the project or the work of others. Always have a positive attitude about the task(s). Rarely publicly critical of the project or the work of others. Often have a positive attitude about the task(s). Occasionally publicly critical of the project or the work of other members of the group. Usually have a positive attitude about the task(s). Often publicly critical of the project or the work of other members of the group. Often have a negative attitude about the task(s).  
Working with Others Almost always listen to, share with, and support the efforts of others. Try to keep people working well together. Usually listen to, share, with, and support the efforts of others. Do not cause "waves" in the group. Often listen to, share with, and support the efforts of others, but sometimes not a good team member. Rarely listen to, share with, and support the efforts of others. Often not a good team player.  
Contributions Routinely provide useful ideas when participating in the group and in training discussion. I am a definite leader who contributes a lot of effort. Usually provide useful ideas when participating in the group and in training discussion. I am a strong group member who tries hard! Sometimes provide useful ideas when participating in the group and in training discussion. I am a satisfactory group member who does what is required. Rarely provide useful ideas when participating in the group and in training discussion. I may refuse to participate.  
Focus on the task Consistently stay focused on the task and what needs to be done. Very self-directed. Focus on the task and what needs to be done most of the time. Other group members can count on me. Focus on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind me to keep on-task. Rarely focus on the task and what needs to be done. I prefer to let others do the work.  
Problem-solving Actively look for and suggests solutions to problems. Refine solutions suggested by others. Do not suggest or refine solutions, but am willing to try out solutions suggested by others. Do not try to solve problems or help others solve problems. Prefer to let others do the work.  
Technical Skills I have all the technical skills I need to implement the use of the material provided during training. I have most of the technical skills I need to implement the use of the material provided during training. I am confident that I can get additional support when needed. I have some of the technical skills I need but will need additional support before attempting to implement the use of material provided. I have few of the technical skills I need and will need additional training prior to attempting implementation of the material provided.  
Use the rubric below to evaluate my performance as the instructor in this technology staff development opportunity. This reflection on my role in the training process is designed to facilitate my personal growth as a professional and clarify areas for future improvement and/or staff development.
CATEGORY Excellent Good Satisfactory Needs Improvement Insights/Suggestion for Instructor
Training Time Training offered at very convenient time and utilized instructional time effectively at all times. Training offered at convenient time and utilized instructional time effectively. Training offered at acceptable time and utilized instructional time effectively most of the time. Training offered at time difficult to attend and/or utilized instructional time effectively only some of the time.  
Training Materials Training materials were well organized, through, and addressed needs of participants during training and for reference after training. Training materials were well organized, through, and addressed most needs of participants during training and for reference after training. Training materials were somewhat organized, through, and addressed many needs of participants during training and/or for reference after training. Training materials were somewhat organized and addressed some needs of participants during training and/or for reference after training.  
Training Content All issues required for successful implementation were effectively addressed. Most issues required for successful implementation were effectively addressed. Some issues required for successful implementation were effectively addressed. Few issues required for successful implementation were effectively addressed.  
Presentation Presentation skills were highly engaging, extremely clear, and enhanced the content of the training. Presentation skills were engaging, clear, and appropriate to the content of the training. Presentation skills were appropriate to the content of the training. Presentation skills detracted from the content of the training.  
Communication Instructor communicated effectively during all phases of instruction Instructor communicated effectively during most phases of instruction Instructor communicated effectively during some phases of instruction; some areas were not effectively addressed Communication skills need improvement to facilitate effective training experience.  
Ongoing Support I feel confident that additional support or training will be available when it is needed I feel somewhat confident that additional support or training will be available when it is needed I feel that additional support or training will be available, but may not be what or when it is needed I feel that additional support or training will not be available when it is needed  

Overall Evaluation of Training

 

Comments: Please add any information you feel would be helpful for improving this training. Also indicate any additional training needs you may have related to this topic or any other topic of interest to you.

 

 

 
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