| 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
•Discussion
•Ask probing questions
•Search phrases |
•Observations,
discussions, questioning - Daily
•Search phrases- Throughout Internet research period
|
Provides
constant feedback during the research process to alleviate
issues.
Provides
encouragement and support to students. |
| To
encourage the students to reflect on their learning progress
and achievement |
•Team
rubric peer evaluations
•Project presentations
|
•Team
rubric evaluations- at culmination of large group collaboration
•Reference
rubric throughout project to remain on task |
Students
responsible for own learning and interactions
Promotes
accountability
Student
expectations are made clear. |
| To
determine your students' learning progress and achievement. |
•Observations
of progress during research, peer collaboration, and large
group interaction
•Listening
to group discussions
•Questioning
students
•Final
Project rubric
|
•Daily
obeservations, listening, and questioning
•Final
rubric upon completion of project |
Provides
daily feedback on accomplishments
Promotes
good work ethics and peer collaborations. |
| Assessment
Strategies |
| Goals |
Sub-Goals
(Objectives) |
Type
of Learning |
Assessment
Strategy |
Feedback
Strategy |
| Student
Goals
1. Analyze and describe adaptive characteristics that result
in an organism's un ique niche in an ecoysystem. |
Identify
six types of biomes
Discuss the effect of biomes on the ecosystem.
|
Information
Processing
Effective Communication |
Observation
Questioning
Discussion
|
Verbal
Written |
| 2.
Research and describe characteristics of 6 biomes. |
Compare
characteristics of biomes such as temperature, location, animals,
rainfall, and vegetation.
Understand why these characteristics are important.Create
a slideshow, database, web page, word document, pamphlet,
or spreadsheet displaying results of research.
|
Information
Processing
Habits of Mind
Complex Thinking
Collaboration/Cooperation |
Observation
Questioning
Project
Rubric
Team Rubric
(peers)
Storyboard Project Planning for Technology Project
(either slideshow, web page, text document, database project)
|
Written
Team Rubric
Project
Rubric
Peer feedback
Verbal
|
| Teacher
Goals
1. Gain confidence in creating technology integrated lessons
and differientiate instruction for diverse learners.
|
Create
scripted lessons to minimize frustrations during lesson.
Assess and reflect on lesson after completed
|
Habits
of Mind
Collaboration/Cooperation
Information Processing |
Self-evaluation
Observation
Pre-unit
discussions with students and coach
Create
concise rubrics for evaluating technology projects |
Verbal
Written
Electronic
via email |
2.
Improve and practice classroom management strategies including
creating a cooperative atmosphere |
Create
an environment conducive to cooperative learning such as desk
and computer arrangement.
Enforce an “Ask 3 before you ask me” guideline
in the classroom to facilitate peer interaction.
|
Complex
Thinking
Habits of Mind
Effective Communication |
Self-evaluation
Questioning |
Verbal
Written
Personal
reflection feedback |
| Professional
Goals
1. Improve cognitive coaching skills and achieve more complex
questioning skills to address the needs of diverse learners.
|
Practice
coaching skills and be evaluated by a peer.
List sample questions and possible responses.Ask about diverse
learners in individual classrooms so that the teacher, through
questioning, can specifically state the student’s
needs.
|
Complex
Thinking
Habit of Mind
Effective Communication
Collaboration/Cooperation |
Cognitive
Coaching sessions
Teacher
feedback
Self-evaluation
Reflective
discussions with coaching mentor
|
Electronic
via email
Verbal
Peer feedback |
| 2.
Increase the amount of technology integrated lessons in classrooms
by learning to coach teachers effectively. |
Create
integrated lessons used for model teaching.
Conduct coaching sessions with teachers to facilitate lesson
planning.
|
Effective
Communication
Collaboration/Cooperation
Habits of Mind |
Teacher
feedback
Coaching
mentor feedback
Document
amount of lessons being implemented by mentee teachers. |
Verbal
Written
Peer feedback |
| Rubric |
| This
rubric will be used to assess a group technology project created
by 5th grade Science students. Students may choose either to
produce a slide show, database, text document, or web page. |
Learning
Goals:
1. Research
and share findings explaining the temperature, location, animals,
rainfall and vegetation for 6 different biomes.
2. Prepare and present research findings.
3. Compare characteristics of different biomes.
Learning Objectives:
1. Find and cite credible Internet resources following copyright
laws
2. Use appropriate search techniques
3. Create one of the following: slide show, database, text
document, or web page to display research information on biomes.
| Student
Name: |
| Teacher: |
| Date: |
| Title:
Biomes Technology Project |
| CATEGORY
|
4 |
3 |
2 |
1 |
Score
|
| Content
|
Describes
in detail the temperature, location, animals, rainfall,
and vegetation of 6 different biomes. |
Vaguely
describes the temperature, location, animals, rainfall
and vegetation of 6 biomes. All information is accurate,
but is missing at least one characteristic on one biome. |
Includes
essential information about the temperature, location,
animals, rainfall, and vegetation of 6 biomes, but there
are 1-2 factual errors. |
Content
is minimal OR there are several factual errors. |
|
| Mechanics |
No
misspellings or grammatical errors. |
Three
or fewer misspellings and/or mechanical errors. |
Four
misspellings and/or grammatical errors. |
More
than 4 errors in spelling or grammar. |
|
| Organization
|
Content
is well organized using headings or bulleted lists to
group related material. |
Uses
headings or bulleted lists to organize, but the overall
organization of topics appears flawed. |
Content
is logically organized for the most part. |
There
was no clear or logical organizational structure, just
lots of facts. |
|
| Copyright
|
Fair
use guidelines are followed with clear, easy-to-locate
and accurate citations. |
Fair
use guidelines are followed with clear, easy-to-locate
and accurate citations for almost all material. |
Fair
use guidelines are followed with clear, easy-to-locate
and accurate citations for some of the material. |
Fair
use guidelines are not followed and project is missing
citations for material. |
|
| Workload
|
The
workload is divided and shared equally by all team members.
|
The
workload is divided and shared fairly by all team members,
though workloads may vary from person to person. |
The
workload was divided, but one person in the group is viewed
as not doing his/her fair share of the work. |
The
workload was not divided OR several people in the group
are viewed as not doing their fair share of the work. |
|
| Attractiveness
|
Makes
excellent use of font, color, graphics, effects, etc.
to enhance the presentation. |
Makes
good use of font, color, graphics, effects, etc. to enhance
to presentation. |
Makes
use of font, color, graphics, effects, etc. but occasionally
these detract from the presentation content. |
Use
of font, color, graphics, effects etc. but these often
distract from the presenation content. |
|
| Participation |
Worked
well with other students, provided large group with information
needed for "ask the expert," and actively participated
in final presentation of product. |
Worked
well with other students, failed to provide large group
with information needed for "ask the expert,"
and actively participated in final presentation of product. |
Worked
well with other students, provided large group with information
needed for "ask the expert," and minimally participated
in presentation of product. |
Did
not work well with other students, failed to provide large
group with information needed for "ask the expert,"
and minimally participated in presentation of product. |
|
| |
|
|
|
Total
Points |
|
Rubric
created using:
RubiStar ( http://rubistar.4teachers.org )
|