Gail Marlin's Assessment Instruments


Assessment Strategies
Learning Goals	Sub-Goals (Objectives)	Type of Learning	Assessment Strategy	Feedback Strategy
Student Goal The student will conduct lab investigations using safe, environmentally appropriate, and ethical practices.	The student will demonstrate safe practices during lab investigations.	Psychomotor -Acquiring Knowledge -Executing Actions Affective Cognitive	KWL Chart Observation Questioning Rubric (Teacher and student assessment of student projects.)	Verbal Written (Rubric)
	The student will make wise choices in the use and conservation of resources and the disposal or recycling of materials.	Cognitive -Application -Analysis -Synthesis
Teacher Goal The teacher will develop confidence in implementing technology into her lesson by increasing her level of technology integration into her curriculum.	The teacher will adequately prepare successful technology implementation into the lesson plan.	Affective Cognitive -Application -Analysis -Synthesis	Self-Evaluation Discussions (with mentor)	Verbal -discussions mentor
	The teacher will reflect on the lesson.	Affective
Teacher Goal The teacher will use instructional strategies that support diverse learners.	The teacher will understand various instructional strategies and how they relate to specific disabilities.	Cognitive -Comprehension -Application	Observations Discussions (with AT Specialist and mentor)	Verbal -discussions with ATS and mentor
	The teacher will research special education inputs for students requiring modifications.
Teacher Goal The teacher will practice classroom management strategies.	The teacher will evaluate the physical layout of her classroom.	Cognitive -Evaluation	Self-evaluation Discussions (with mentor)	Verbal -discussions with mentor
	The teacher will determine what strategy works best for her lesson.	Cognitive -Application
Mentor Goal I will use cognitive coaching to guide the teacher in creating learner-centered lessons that maximize a positive impact on students.	I will explain the connection between technology integration and instructional design.	Cognitive -Analysis	Self-evaluation Cognitive coaching Teacher feedback	Verbal -discussions with peer and teaching
	I will continue my application of cognitive coaching skills by listening instead of speaking.	Cognitive -Application
Mentor Goal I will guide the teacher in troubleshooting technology issues that occur during the preparation and execution of the lesson, which in turn will develop confidence in her troubleshooting abilities.	I will plan and carry out training sessions with the teacher to help her gain confidence in her technical abilities.	Cognitive -Comprehension -Application -Analysis Affective	Self-evaluation Cognitive coaching Teacher feedback	Verbal -discussions with peer and teaching
	I will mentor the teacher through technical troubleshooting strategies should problems arise.	Cognitive -Application -Analysis Affective

This rubric will be used by the teacher to evaluate group products.

Rubric, made using RubiStar ( http://rubistar.4teachers.org )

Formal and Informal Assessment Feedback Plan
Assessment Instrument	What Tasks, Strategies, Instruments	How Processes, How often?	Why How do the selected tools support your learning goals and the learning principles guiding your design?
a) to enable continuous/frequent feedback between you and the students	-Individual Assistance -Observation -Probing questioning -Class Discussion	Continually	The teacher will ask questions to determine student understanding. Questioning will allow students to demonstrate their understanding of the learning goals and objectives as a class, as well as individually. Feedback provides support and encouragement for continued success. This follows the dual-centered model.
b) to encourage the students to reflect on their learning progress and achievement	-Questioning -Summarizing -Observation -Rubric	At the beginning and end of each class, and refer to rubric throughout the process	This provides a source for monitoring and guidance. The rubric provides the students with a resource to judge their own work and a guide for what needs to be done. Students will be given the opportunity to think about what they've learned and to share it
c) to determine your students' learning progress and achievement	Observation Questioning Rubric	Continually	The rubric addresses the student learning goals & objectives. The teacher will observe each student during their creation time and presentation time and use this information to complete their rubric. The student section of the rubric will provide the student with a way to judge their own work and as a guide for what needs to be done. The rubric also provides as source for monitoring and guidance.