MASTER TECHNOLOGY TEACHER CERTIFICATION PROGRAM

Education Service Center Region XI

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Pam Willis

Assessment Instruments

	What tasks, strategies, instruments	How the processes, how often?	Why how do the selected tools support your learning goals and the learning principles guiding your design?
a) to enable continuous/frequent feedback from the teachers	Observe-watch the expressions Ask questions	Continually during discussion and demonstration	Watching and listening to their responses allows you to see trouble spots before they occur.
b) encourage the teachers to use a real lesson that they can use in order to make it relevant to them	Ask them to sketch it out or use a copy of a lesson they already have	At the end of demonstration but before individual practice. Review them with questions about the software	The more you can get them to interact, the more their knowledge and self-control will grow.
c) to determine if they will be able to do this on their own later	Observe during practice. Notice anyone that is struggling or doing something incorrectly.	Continually throughout the practice session.	Use a check list to help determine if the skills have been met.

Assessment Strategies

Goals	Sub-Goals (Objectives)	Type of Learning	Assessment Strategies	Feedback Strategy
Student Goals
Open the software and start a new lesson	1. Merge the TEKS 2. Create a new lesson 3. Name the lesson	1. Application 2. Synthesis	Observation Discussion	Verbal Praise Rubric
Create the new lesson	1. Choose the classes for this lesson 2. Date each one 3. State the lesson objective	1. Application 2. Synthesis 3.Psychomotor	Observation	Verbal Praise Rubric
Put in the details of the lesson	1. Activities 2. Materials needed 3. Evaluations 4. TEKS 5. Linking to other Classes 6. Assignments and linking to grade book	1. Application 2. Perception 3. Evaluation	Observation	Verbal Praise Rubric
Professional Goals
Evaluate the needs of the class/instructor	1. Determine the needs of the learners 2. Evaluate the type of technology needed 3. Determine if the technology is available and if not can it be obtained easily and affordably	1.Observation 2. Analysis 3. Analysis	Successful implementation of the lesson
Develop a more outgoing relationship with the mentee	1. Talk to the instructor 2. Listen to what they want to do 3. Evaluate whether the technology will be appropriate	1. Discussion 2.Observation 3. Analysis	Self-Evaluation

Rubric

Learning Goals

1. Open the software and start a new lesson
2. Create the new lesson
3. Put in the details of the lesson

Learning Objectives:

1 a. Merge the TEKS
1 b. Create a new lesson
1 c. Name the lesson

2 a. Choose the classes for this lesson
2 b. Date each one
2 c. State the lesson objective

3 a. Activities
3 b. Materials needed
3 c. Evaluations
3 d. TEKS
3 e. Linking to other Classes
3 f. Assignments and linking to grade book

Criteria	Inadequate-can work the software but needs help often when creating a lesson	Competent-can work the software with occasional help	Proficient-can work the software with little or no help	Superior-can work the software with no help
Able to access the lesson planner
Able to merge TEKS
Able to start a lesson
Able to complete the lesson with all parts filled in
Able to link the lesson to all classes of the same subject