MTTC Mentoring Field Experience Home Page Paula Brown

Assessment Instruments
Objectives
What
How
Why

To enable continuous/frequent feedback between you and the students

 Observations
Questioning

Observe students during guided practice daily

Look for signs of Comprehension

 Provides constant data and feedback that will allow for direction and guidance

To encourage the students to reflect on their learning progress and achievement

Questioning
Guidance

Observe students during independent practice daily Question students at each step to help them realize how important the process is

To determine your students' learning progress and achievement

 Rubrics Observe students during guided and independent practice daily The rubric can become a guideline for the students in the future
Student Learning Goals
Sub-Goals
Type of Learning
Assessment Strategies
Feedback Strategies
1. Identify angle pairs created by a transversal and a set of parallel lines

a. Identify right, vertical and adjacent angles

 Knowledge Comprehension Observation
Rubric Criteria		 Verbal
Rubric  
b. Determine measurements of angles only when one measurement is given Comprehension Observation
Rubric Criteria
Quiz 		Verbal
Rubric
Quiz Grade 
2.  Prove angles congruent through a flow proof and the various types of angle pairs

a. Use the different algebraic and geometric properties

 Application
Analysis 		Observation
Rubric Criteria		 Verbal
Rubric  
b. Use deductive and inductive reasoning to show congruence of angles Analysis
synthesis 		Observation
Rubric Criteria
Quiz 		Verbal
Rubric  
Quiz Grade
Teacher Learning Goals
Sub-Goals
Type of Learning
Assessment Strategies
Feedback Strategies
1. Use technology successfully as an integral tool for learning and communicating. a. Identify and select appropriate technology. Knowledge
Comprehension

Observation
Discussion

 Coaching
b. Develop a plan for training with the selected technology. Application Discussion
Questioning 		Verbal, Written
c. Develop guidelines for the use of technology by student learners. Application Discussion
Questioning 		Verbal, Written
2. Use effective instructional strategies that maximize student learning and classroom management while addressing the needs of diverse learners. a. Differentiate between the needs of all learners. Analysis Discussion
Questioning 		Coaching
b. Develop a plan to address these needs in instructional strategies. Application Discussion
Questioning 		Verbal, Written
c. Develop a plan to address these needs in classroom management. Application Discussion
Questioning 		Verbal, Written
3.  Develop a higher sense of efficacy about teaching capabilities and classroom management. a. Discuss and develop a plan to promote a positive atmosphere in the classroom. Application
Analysis 		Discussion
Questioning 		Verbal, Written
b. Identify various types of positive reinforcement while anticipating the needs of diverse learners. Application
Analysis 		Discussion
Questioning 		Verbal, Written
Mentor Learning Goals
Sub-Goals
Type of Learning
Assessment Strategies
Feedback Strategies
1. Design Questioning strategies that achieve clarity in thought, while encouraging reflective thought. a. Develop questions for specific situations and practice anticipating various responses. Comprehension
Application 		Mentee feedback
Self-Evaluation 		Written
Metacognition
b. Increase awareness of wait time when asking questions of mentee. Application Self-Evaluation Metacognition
2. Collaborate effectively with the mentee in the design of instruction that maximizes student learning and classroom management while addressing the needs of all learners. a. Evaluate classroom management techniques for success with a focus on diverse learners. Analysis Mentee feedback
Self-Evaluation 		Metacognition
b. Achieve increased rapport with mentee. Application Mentee feedback
Self-Evaluation		 Metacognition
c. Study instructional strategies to increase fluency. Knowledge
Comprehension 		Self-Evaluation Metacognition
Rubric

The rubric below will be used to assess student participation in guided and independent practice using the Smartboard for the following goals and objectives.

Learning Goals:

1. Identify angle pairs created by a transversal and a set of parallel lines
2. Prove angles congruent through a flow proof and the various types of angle pairs

Learning Objectives:

1a. Identify right, vertical and adjacent angles
1b. Determine measurements of angles only when one measurement is given

2a. Use the different algebraic and geometric properties
2b. Use deductive and inductive reasoning to show congruence of angles
CATEGORY
4
3
2
1

 

Level of Engagement

 Student proactively contributes to class by offering ideas and asking questions more than once per class Student proactively contributes to class by offering ideas and asking questions once per class Student rarely contributes to class by offering ideas and asking questions Student never contributes to class by offering ideas and asking questions

 

Problem-Solving

 Seeks to understand the problem as fully as possible Identifies and seeks to understand the problem at least in general lines With assistance can be brought to see the problem. Often works by trial and error Demonstrates little understanding of the problem, even with assistance. Gives up quickly.

 

Accuracy

 Work is accurate and was presented in correct format Work is accurate but was not presented in exact form Work is mostly accurate, with a few errors Work is not accurate

 

Clarity

 Answer is very clear and explanation shows understanding Answer is almost clear with minor displays of not understanding Answer isn't entirely unclear but explanation does not follow logical steps Answer is unclear and explanation is very difficult to follow

 

Strategy

 Correct strategy was used and the problem was solved with skill Partial use of correct strategy and problem was solved with skill Partial use of correct strategy but problem was solved with luck not skill Unable to use any strategy to solve the problem

 

Effort

 Works to the best of his/her ability Makes a consistent effort Inconsistent effort Very little effort

 

Attentiveness

 Consistently on task Regularly on task Often not on task Almost never on task

 

Listening Skills

 Student listens when others talk, both in groups and in class. Student incorporates or builds off of the ideas of others Student listens when others talk, both in groups and in class Student does not listen when others talk, both in groups and in class Student does not listen when others talk, both in groups and in class. Student often interrupts or disrupts class