Assessment
Instruments |
| Assessment
and Feedback Plan |
| Objectives |
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?) |
| To enable continuous/frequent feedback between
you and the students and mentee. |
Questions
Observation |
Observation of students in group
daily.
Observe student work both on paper and on their
computer screens daily as work on project.
Ask students questions about their work daily.
Reference the rubric daily.
|
Provides students with immediate
feedback and insight into areas that need clarification for
the whole group.
Provides students opportunity for feedback as
to their progress.
Provides an opportunity for the instructor to
redirect if needed.
|
| To encourage the students and mentee to reflect
on their learning progress and achievement. |
Rubric
Questions |
Reference the rubric daily.
Ask students about their progress in meeting
the goals set forth in the rubric daily.
|
Provides students with the instrument
that will be used to grade their work and can be used as a
checklist to help them gage their progress.
Provides students and mentee with immediate
feedback about their progress. |
To determine your students' and mentee's learning
progress and achievement.
|
Observation
Graded final product using rubric. |
Observe mentee working with
students - end of lesson.
Use rubric daily with students as a checklist
to measure their progress toward their final product.
Use rubric to grade the final product -Date
project completed. |
Provides the mentee with feedback about their progress
toward their goals.
Provides students a means to use the grading rubric as
a kind of checklist to help them see what they need to complete.
Provides students with the instrument that will be used
to grade their work and they can gage their progress toward
meeting their product goal.
|
| Assessment
Strategies |
Goals |
Sub-Goals (Objectives) |
Type of Learning |
Assessment Strategies |
Feedback Strategy |
Student Goals
Know and Comprehend geometric shapes and spatial reasoning
in order to build foundation for the learning of geometry. |
Recognize and understand geometric shapes.
Comprehend and understand the difference between
flat and 3 dimensional shapes. |
Knowledge
Evaluation |
Observation
Rubric
Questioning |
Verbal
Rubric completed
Verbal |
Student Goals
Identify and recognize attributes of any shape or solid in
everyday activities and experiences in order for student to
understand that geometry is part of everyday experiences. |
Identify, compare and contrast geometric
shapes and solids.
Recognize attributes of geometric shapes as
observed in the environment and local surroundings. |
Cognitive (Application, Evaluation)
Psychomotor (Acquiring Knowledge)
Cognitive (Evaluation, Analysis, Synthesis) |
Observation
Rubric
Questioning
Student self assessment.
|
Verbal
Rubric completed
Verbal
Rubric
|
Teacher Goals
To create an atmosphere where diverse learners will gain confidence
in identifying and recognizing basic geometric shapes. |
Effectively create a learning atmosphere
where diverse learners gain confidence.
Students are able to identify and recognize
basic geometric shapes. |
Psychomotor (Acquiring knowledge)
Affective
Cognitive (Application, Analysis)
Cognitive (Knowledge, Synthesis) |
Questioning
Observation
Discussions
|
Coaching
Verbal, written
Verbal and through email
|
Teacher Goals
Develop confidence in managing and integrating technology
into the foundation and enrichment curriculum. |
Confidently manage students in use of technology.
Identify and select appropriate technology for
use in the integration of technology with diverse learners. |
Affective
Cognitive (Knowledge)
Cognitive (Knowledge, comprehension, application,
evaluation) |
Observation
Questioning
Discussions
|
Verbal, written
Coaching
Verbal and through email
|
Professional Goals
Improve coaching/mentoring skills and strategies. |
Develop a coach/mentor relationship built
on trust and respect.
Effectively guide and assist the teacher in
developing a lesson for use in their classroom with diverse
learners. |
Cognitive Affective
Cognitive (Evaluation, Analysis,
Synthesis) |
|
Feedback from mentee
Verbal
|
