Assessments

  What strategies? How often? Why?
Continuous/frequent feedback Questioning Consistent questioning, discussion with groups Help focus the learning
Reflect on learning and achievement Rubrics, questioning At beginning to set goals and objectives and then throughout to direct learning. Finally, as a summative assessment tool. Allows for independent work, encourages self-directedness
Determine needs for systemizing the monitoring of integration efforts Observation Encourage teachers to monitor integration efforts on a continuous basis to encourage and adjust teaching strategies Guide teachers to develop strategies for using technology to guide assessment and learning.

 
II. Assessment Strategies
Goals Sub-Goals Type of Learning Assessment Strategies Feedback Strategy
Adult learners will use assessment tools to create TEKS driven assessment to support foundation and curricular content.

Collect/assess data to plan for effective TAKS assessment

 

.Create effective TAKS assessment to evaluate student progress and plan for future lesson planning.

Cognitive (knowledge, application, syntheses)


Cognitive (synthesis) 		Observation

Rubric criteria

peer feedback

 verbal

written

verbal (peer interaction)

rubric (completed)
Teachers will learn how to assess data to set future learning goals. Learners will judge and analyze technology proficiency performance using self-evaluation techniques.

Learners will formulate self-improvement activities using self-evaluation data. 		Cognitive



Cognitive (knowledge, evaluation) 		Discussion

 

 

 

 verbal

visual

written

rubric (completed)
(Mentee) Manage the learning environment in an orgnized and collaborative manner. Create staff development opportunities to support different learning needs of adult learners (teachers ar different integration levels)

Design training activties to ensure success for all learners regardless of special needs or disability. Demonstrate self-assessment strategies of adult learners. 		Cognitive Observation  
(Professional) Develop my coaching skills to encourage my mentee in the use of reflection to enhance planning and teaching. Identify reflection strategies.


Use appropriate questioning strategies to encourage reflection as a means to design successful planning and teaching activities.

Cognitive (knowledge, application, analysis)

 

Cognitive (application)

Journal


Discussion

 Written



Verbal coaching

III. Rubric
The rubric below will be used to assess the teacher created assessment to address TEKS and student expectations.
 
Learning Goals:
 Adult learners will use assessment tools to create TEKS driven assessment to support foundation and curriculat content.
Teachers will learn how to assess data to set future learning goals.

Learning Objectives:
Create effective TAKS assessment to evaluate student progress and plan for future lesson planning.
Collect/assess data to plan for effective TAKS assessment
Learners will judge and analyze technology proficiency performance using self-evaluation techniques.
Learners will formulate self-improvement activities using self-evaluation data.
CATEGORY 4 3 2 1
Spreadsheet Spreadsheet is designed to help organize data to target needs for assessment with all formulas correctly functioning and is easy to read. Spreadsheet is designed to help organize data to target needs for assessment with all formulas correctly functioning. Spreadsheet design might not help target needs for assessment. Spreadsheet is incomplete.
Data collection Disaggregation of data on spreadsheet determines all student expectation needs that most need to be addressed. Disaggregation of data on spreadsheet determines at least half of the student expectation needs that most need to be addressed. Disaggregation of data on spreadsheet determines less than half of student expectation needs that will be addressed. Disaggregation of data on spreadsheet does not determine student expectation needs.
Student Expectations Targeted student expectations determine composition of 100% of the assessment. Targeted student expectations determine composition of 80-99% of the assessment. Targeted student expectations determine composition of 50-79% of the assessment. Targeted student expectations determine composition less than 50% of the assessment.
Evaluation Uses multiple criteria to judge the appropriateness of completed student assessment. Uses 1-2 criteria to judge the completed student assessment. Tries to use criteria to judge completed student assessment, but does not apply the criteria accurately. Evaluates assessment as good or bad without regard to objective criteria.
  Date Created: Nov 28, 2006 01:01 pm at Rubistar http://rubistar.4teachers.org