Assessments

I. Formal/Informal Assessment and Feedback Plan

It is important to have frequent feedback with students as they progress through the lesson. Feedback will be determined by 1)giving continued verbal feedback/guidance 2) by making a rubric available at the beginning of the lesson for students to use as a guide and by 3) having an opportunity at the end of each class for sharing with a partner. Each of these processes will begin as the lesson begins and carry on throughout the lesson, with the peer sharing a wrap-up, reflection activity at the end of each class day. These three tools will support the students in meeting their goals by giving a continuous support structure provided by their teacher, their classmates and themselves. I will also keep a continuous dialog with my mentee with frequent meetings.

Another important step in a successful lesson is that students reflect frequently on progress and achievement. By sharing with their partner at the end of each class on what they have learned and noting their progress on the rubric (check off lists are great for keeping track) students can make sure that they are on track. The teacher will monitor the peer wrap-up at the end of each class to assure that all teams are taking advantage of the time set aside for this team activity. Although the teacher will not take control of the rubric on a daily basis, she will also closely monitor that students are referring to the instrument and asking questions when clarification is needed. I will encourage my mentee to reflect--either in writing or with a discussion at the end of each of our meetings.

Finally, the strategies listed above will help the teacher determine progress and achievement. Through constant monitoring, the teacher can make sure that students are relying on their peers and each other to meet the goals defined: to be able to identify the creative/scientific thinking process, to identify the important scientists, and be able to explain the contribution of their inventions on our world today and in connection with Science History. I will question my mentee at our meetings to check on their perceived progress.

II. Assessment Strategies
Goals Sub-Goals Type of Learning Assessment Strategies Feedback Strategy
Student will demonstrate the importance of scientific research by making connections to the way we live in modern times. Student will be ale to identify the creative/scientific thinking process. cognitive (evaluation) Peer and class discussion Verbal
Written (rubric)
Students will identify important scientis and their contributions. Student will be able to name important scientists and explain importance of their research. cognitive (knowledge)


psychomotor
cognitive (comprehension, synthesis) 		Observation

Rubric criteria

Storyboard

 

peer feedback

Self assessment using the rubric

 verbal

 

written

 

verbal (peer interaction)

rubric (completed)
Students will collaboratively synthesize findings for a formal presentation.
Students will use critical thinking to make informed decisions. Students will explain the the scientist's contributions connect with Science History. Affective

Cognitive (knowledge, evaluation) 		Discussion

 

 

 

Rubric

 verbal

visual

written

 

rubric (completed)

Students will connect scientists and the impact of their research.
Teacher wil use classroom management strategies to creat and support an organized classroom atmosphere, conducive to goup work and collaboration--especially targeting the needs of diverse learners.

Create lessons incorporating appropriate technology to support the needs of the Limited English student.

Accumulate appropriate graphics for use by ELL students.

Organize classroom activities/movement, group work.

Cognitive (synthesis, application, evaluation) Discussion verbal

III. Rubric
The rubric below will be used to assess the final project which is a story board with multi-media presentation-groups or paired.
Learning Goals:

1Student Goals: Student will be able to demonstrate the importance of scientific research by making connections to the way we live in modern times.

2Student Goals: Identify important scientists and their contributions.
6Student Goals: Use critical thinking to make informed decisions.

Learning Objectives:

Collaboratively synthesize findings for a formal presentation.

Explain how the scientist’s contributions connect with Science History.

Connect scientists and the impact of their research.

Students will be able to identify the creative/scientific thinking process.

Name important scientists.

Explain the importance of their research

Storyboard- multimedia : Scientific Inventors
Teacher Name: Cynthia Petty
Student Name:     ________________________________________
CATEGORY 4 3
2
1
Cooperation
Worked cooperatively with partner all the time with no need for adult intervention.
Worked cooperatively with partner most of time but had a few problems that the team resolved themselves.
Worked cooperatively with partner most of the time, but had one problem that required adult intervention.
Worked cooperatively with partners some of the time, but had several problems that required adult intervention.
Use of Time
Used time well during each class period (as shown by observation by teacher, and documentation of progress with checklists) with no adult reminders.
Used time well during most class periods (as shown by observation by teacher, and documentation of progress in checklists) with no adult reminders.
Used time well (as shown by observation by teacher and documentation of progress in checklists), but required adult reminders on one or more occasions to do so.
Used time poorly (as shown by observation by teacher and/or documentation of progress in checklists) in spite of several adult reminders to do so.
Clarity and Neatness
Storyboard is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary.
Storyboard is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions.
Storyboard is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions.
Storyboard is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions.
Language
No spelling or grammatical mistakes on a storyboard with lots of text.
No spelling or grammatical mistakes on a storyboard with little text.
One spelling or grammatical error on the storyboard.
Several spelling and/or grammatical errors on the storyboard.
Content
All content is in the students' own words and is information about scientists and their inventions is accurate.
Almost all content is in the students' own words and information about scientists and their inventions is accurate.
At least half of the content is in the students' own words and information about scientists and their inventions is accurate.
Less than half of the content is in the students' own words and/or is accurate.
Elements
Storyboard included all required elements as well as a few additional elements.
Storyboard included all required elements and one additional element.
Storyboard included all required elements.
One or more required elements was missing from the storyboard.
Date Created: Oct 16, 2006 02:14 pm (CDT)
Rubric created with http://rubistar.4teachers.org