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 whole
and small groups daily.
Observe student work both on paper and on their
computer screens daily as work on project.
Ask students questions about their work.
Reference the rubric.
Ask Mentee questions. |
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.
Provides Mentee with an opportunity to ask for
help or communicate a need. |
| To encourage the students and mentee to reflect
on their learning progress and achievement. |
Rubric
Questions |
Reference the rubric.
Ask students about their progress in meeting
the goals set forth in the rubric.
|
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 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
To identify nouns and verbs in written communication. |
Identify and use more
complex form of
grammar usage.
Read written
communication and
determine the nouns and
verbs within the text. |
Knowledge
Comprehension
Evaluation
Application |
Observation
Questioning |
Verbal
Verbal |
Student Goals
To distinguish between nouns, proper nouns, and verbs in written
communication. |
Understand the
difference between nouns
and proper nouns.
Dissect sentences to
determine and identify
nouns, proper nouns, and
verbs. |
Cognitive (Knowledge, Application, Evaluation)
Psychomotor (Acquiring Knowledge)
Cognitive (Knowledge, Evaluation, Analysis,
Application, 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 using a more complex form of grammar usage. |
Effectively create a learning atmosphere
where diverse learners gain confidence.
Students are able to
identify, recognize, and
understand multiple parts
of a written sentence.
|
Psychomotor (Acquiring knowledge)
Affective
Cognitive (Application, Analysis, 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
Develop
coaching/mentoring
techniques to facilitate
the integration of
technology into the
curriculum to enhance
student learning.
|
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 that uses technology to
enhance the lesson. |
Cognitive Affective
Cognitive (Evaluation, Analysis,
Synthesis) |
|
Feedback from mentee
Verbal
|
Professional Goals
Comfortably use
questioning strategies
used in mentoring
/coaching with teachers. |
Utilize thought
provoking questioning
strategies.
Develop an atmosphere
with the teacher in which
they feel free to ask and
respond to questions. |
Affective
Cognitive (Knowledge,
Evaluation, Analysis,
Synthesis) |
Discussion
Questioning |
Feedback from mentee
Verbal |
