Assessment Instruments

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Assessment Instruments
Objectives	What task, strategies, instruments	How the processes, how often	Why How do the selected tools support the learning goals and the learning
1.) To enable continuous/frequent feedback between you and the students	Observation Ask questions Dialog	Continually	Provides the teacher with constant data and feedback on the student progress that will allow modifications and clarifications.
2.) To encourage the student to reflect on their learning progress and achievement.	Dialog Probing Questions Rubric	Talk to students. clarify questions Dialog Students will refer to rubric for additional clarification	Provides the students with a source for guidance when questions arise. Provides the students with a guide of what is expected and what needs to be done.
3.) To determine your students' learning progress and achievement.	Observation Dialog Checklists Rubric	Observe student progress daily Ask students clarifying questions daily Evaluate work based on rubric	provides the teacher with a way of determining student progress Opens discussions between teacher and student Provides teacher with a way to guide and evaluate student work
Assessment Strategies
Goals	Sub-Goals	Type of Learning	Assessment Strategy	Feedback Strategy
Student Goal Understand the impact of family marriages, deaths, and births through interviews and internet research on the students’ own life.	The student inquires and conducts research using a variety of sources	Cognitive, (analysis, synthesis) Cognitive ( comprehension, application)	Observation Notes Checklists Rubric criteria	discussion written checklist
	The student listens critically to analyze and evaluate a speaker's message	Cognitive, (analysis, synthesis) Cognitive ( comprehension, application)	Observation Notes Checklists Rubric criteria	discussion written checklists
	Reflect on the choices and decisions made by family members and how those affect the present and futures.	Cognitive, (analysis, synthesis) Cognitive ( comprehension, application)	Observation Notes Checklists Rubric criteria	discussion written checklist
Student Goal Students will synthesize their finding for a formal presentation.	The student speaks clearly and appropriately to different audiences for different purposes and occasions	Cognitive, (synthesis, evaluation)	Observation Rubric criteria	Discussion Grading rubric
	The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures.	Cognitive, (synthesis, evaluation)	Observation Rubric criteria	Discussion Grading rubric
	The student will create an electronic document on the finding of their research.	Cognitive, (synthesis, evaluation)	Rubric criteria	Written Discussion
Goals	Sub-Goals	Type of Learning	Assessment Strategy	Feedback Strategy
Teacher Goal Access a variety of resources and apply new technology to instruction	Learn how to focus internet research and model for the students.	Cognitive (application, analysis) Cognitive (knowledge)	Observation Questioning Discussion	Discussion Written
	Learn how to cite sources and teach to the students.	Cognitive (application, analysis) Cognitive (knowledge)	Observation Questioning Discussion	Discussion Written
	Learn to trouble shoot technical problems	Cognitive (application, analysis) Cognitive (knowledge)	Observation Questioning Discussion	Discussion Written
Teacher Goal The teacher will increase her level of technology integration and classroom management strategies into the curriculum in addition to addressing the needs of diverse learners.	Thoroughly prepare for the implementation of the lesson.	Cognitive (application, analysis)	Observation Application Self-evaluation	Discussion Written
	Research/choose the best technology for the lesson	Cognitive (knowledge) Comprehension Application	Self-evaluation	Discussion
	Reflect on the lesson and what was successful and what could be done better the next time.	Cognitive, (synthesis, evaluation)	Self-evaluation	Discussion
Goals	Sub-Goals	Type of Learning	Assessment Strategy	Feedback Strategy
Professional Goals Facilitate the comfort level of the teacher in using technology to enhance lessons in order to impact student learning in a positive manner	Build and maintain a trusting relationship with mentee	Effective Communication Collaboration & cooperation	Comprehension application Analysis	Self-evaluation Cognitive
	Guide the teacher in how to troubleshoot technical problems that may arise during the lesson.	Effective Communication Collaboration & cooperation	Comprehension application Analysis	Self-evaluation Cognitive
Rubric
The rubric below will be used to assess the students formal presentation, family tree, and writing process of doing research on their family origins. Learning Goals: 1. Process information and develop a deeper understanding of how family marriages, deaths, and births impact the students’ own life. 2. Synthesize their finding into a well thought out formal presentation. Learning Objectives: 1. Interivew family members to gain information. 2. Find and site reliable print and internet resources. 3. Create a family tree going back to great grandparents. 4. Site birth dates, death dates, marriage dates. 5. Use proper writing procedures. 6. Write a report on their findings 7. Present finding to class in a formal presentation.
Rubric made using RubiStar: http://rubistar.4teachers.org/index.php
Family Tree and Formal Presentation Rubric
Catergory	4	3	2	1	0
Family tree chart draft	Student will have filled out a family tree chart.Tracing back to the great- grandparent's generation. All relatives have first, last and maiden names of all male and female relatives, year of births, year of deaths, and place of birth for each person in family tree.	Student has most of the family tree filled out to great grandparents. Some information is missing.	Student has some of the family tree filled out to grand parents, and information is missing.	Student did not complete family tree beyond grandparents. Or no chart was created.	Student has no draft chart
Family interviews for essay draft	Student completed interview questions for all of the living relatives in the family tree.	Student has most of the interview questions of living relatives completed.	Student has few interview questions completed.	Student has not complete interview questions.	Student has no draft essay
Origin of Surname (Last name)	Student has listed the origins and information about his or her surname and all surnames of other family members in family tree.	Student has listed the origin and information about his/her father's last and mother's maiden names, and some of the grandparents surnames.	Student has listed the origin and information about only his/her father's and mother's maiden names.	Student has only father's surname information or has not complete origins of surnames	Has nothing.
Family essay Final Version	Student will have written a 4 paragraph essay. 1st paragraph about the history and origin his/her Surname, 2nd paragraph about the history of father's side of family, 3rd paragraph about the history of mother's side of family and 4th paragraph about student's family today.	Student uses several sentences in each paragraph, showing use of interview questions, student only has 3 paragraphs.	Students use of interview questions were not clear. Few sentences were used. Only has 2 paragraphs.	Student has not completed family essay. Use of interview questions in not clear, difficult to read or understand.	No final essay
Family Tree Final Version	Student has complete family tree with all information. Chart is printed/written neatly, with no mistakes or corrections.	Students has most of the family tree completed with all information. Chart is somewhat easy to read.	Student has some of the family tree complete, some information is missing. Chart is readable and fairly easy to follow.	Student has several people, information missing and/or not complete. Chart is messy and not easy to read or understand.	No Famil Tree Chart
On Task	Used class time well, focused on getting project completed and never distracted others. Followed Class rules and behavior is excellent.	Used class time well during the project, usually focused on completing project and never distracted others. Followed class rules and well behaved.	Used some of the class time well during project. There was some focus on completing project, but occasionally distracted others. Had to be reminded about class rules and behavior.	Did not use class time well during project, or was off task by often distracting others. Had to be reminded several times about behavior and class rules.
Presentation:	Student has a choice to present final project to class, or turned in as a final packet. Final project is easy to read and understand. Turned in by due date.	Final project is somewhat complete, few items missing or incomplete. Project is somewhat easy to read and understand. Turned in by due date.	Final project has some pieces missing or incomplete. Final project is sometime confusing to read and understand. Turned in late	Final project is missing pieces. Not complete, and is not easy to read or understand. Turned well past due date/or not turned in at all.	No project submitted.