Formal and Informal Assessement Plan |
Objectives |
What?
(tasks, strategies, instruments) |
How?
the processes, how often |
Why?
how do the selected tools support your learning goals and the learning principals |
To enable continuous/frequent feedback between instructor and students
|
- Observation
- Class Discussion
- Ask probing questions
|
- Set goals.
- Check for understanding.
- Then allow students to work in their groups.
- Continually monitor groups progress.
- Clearify and redirect individuals and groups that may be off task or have trouble starting.
|
- Enable students to take responsibily for their learning.
- Provides feedback during the research phase of project.
- Students have the support of instructor but control of their project.
- Ensures that the students will have a positive and successful outcome.
|
To encourage the students to reflect on their learning progress and achievement |
- Project rubric and job descriptions
- Storyboards
- Project presentations
- Peer evaluations
|
- Assignment sheet
- Storyboard as a planning tool
- Rubric with tasks & values specified. Students are to reference this to guide their own project. Students may assess their progress.
|
- Student know what is expected and responsible for their learning
- Promotes accountability
- Storyboard allows the instructor to see students plan of action.
|
To determine your students' learning progress and achievement.
Back to top |
- Observation
- Peer evaluation rubric
-
Group rubric
|
- Observing groups for individual contribution as well as groups ability to work as a team.
- Students will be evaluated by their peers based on their efforts and contributions to the group
- Group will be evaluated by the instructor on their overall project and work progress.
|
- Provides continual feedback
- Helps build teamwork.
- Evaluation will not only be made based on final project but the groups ability to work together and solve problems.
- Actual process is based on real world workplace.
|
Assessment Strategies |
Goals |
Sub-Goals
(Objectives) |
Type of Learning |
Assessment Strategy |
Feedback Strategy |
Student Goals |
Read and discuss selected book
|
- Listen to/read lyrics
- What does the writer mean.
- summarize the story is there a moral?
|
- Information Processing
- Knowledge
- Interprete
- Analyze
|
- Observation
- Questioning
- Discussion
- Storyboard
- Rubrics
- Video
|
- Written
- Verbal/as a group and as a class
- questioning
- Rubric
- Peer feedback
|
Identify significant characters and events..Plot of the story |
- Research the characters and events in story
- Identify the relevance of these characters and events.
- How did these characters affect the events/or events affect the characters?
|
- Information Processing
- Collaboration/Cooperation
- Interprete
- Evaluate
|
Produce movie trailor
Back to top |
- Summarize Story
- Plan
- Promote the book in a positive form
|
- Complex Thinking
- Collaboration/Active Learning
- Evaluate
|
| Teacher Goals |
Integrating technology into lessons.
|
Show teacher how to video and use MovieMaker. Allowing time to practice. After practice ask for questions. Provide a quick reference guide for dificult tasks
Montitor Class throughout the project
|
|
Observation
Rubric |
Pre-Coaching
Coaching
|
Implement Student-Centered Lessons
Back to top
|
Ask open-ended questions.
Allow time to reflex about the process.
Test conclusions
|
Collaboration
Analysis
Synthesis
|
Discussion
Questioning |
Verbal
Personal reflection feedback |
| Professional Goals |
Improve cognitive coaching skills
|
Practice coaching skills and be evaluated by a peer.
Practice questioning techniques.
Ask about speceific questions about diverse learner needs.
|
Complex Thinking
Effective Communication
Collaboration/Cooperation
|
Collaboration
Questioning
Teacher feedback
|
Electronic via email
Verbal
Peer feedback |
|
Pre-planning session
Develop specific quesions
Conduct coaching sessions with teachers.
|
Effective Communication
Collaboration
Cooperation
|
Teacher feedback
Coaching mentor feedback |
Verbal
Written
Peer
Personal Reflection |
