MTTC Mentoring Field Experience Home Page Paula Brown

Assessment Instruments
Course 1002
Objectives
What
How
Why

To enable continuous/frequent feedback between you and the students

 Observations
Questioning
Discussions

Observe students during class and during discussions with their partners continually

Look for signs of Comprehension at each step

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
Checklists
Discussions

Observe students during partner discussions continually

Discuss checklists with students as a group and individually on a continuing basis throughout the project

Question students at each step to help them realize how important the process is

Provide guidance according to student needs to foster accomplishment

To determine your students' learning progress and achievement

 Checklists
Rubrics		 Use the checklists and rubrics to guage student progress and evaluate work. Give guidance. The rubric can become a guideline for the students for self-assessment and for project evaluation
Student Learning Goals
Sub-Goals
Type of Learning
Assessment Strategies
Feedback Strategies
1.Create a brochure for an infomercial that incorporates the main elements of the presentation speech.

a. Select topic and conduct research

 Knowledge Comprehension
Analysis		 Observation
Checklist
Rubric Criteria 		Verbal
Checklist
b.Identify main elements for design of the brochure Comprehension
Synthesis 		Observation
Checklist
Rubric Criteria
 Verbal
Checklist 
c. Use Microsoft Publisher for brochure creation Application Observation
Checklist
Rubric Criteria		 Verbal
Rubric
2. Present an infomercial product to the class in speech form that includes traditional elements of speech organization and form.

a. Determine main elements and organization for speech

Application
Analysis 		Observation
Checklist
Rubric Criteria		 Verbal
Checklist
b. Present information in a coherent form Analysis
synthesis 		Observation
Checklist
Rubric Criteria
 Verbal
Rubric  
Teacher Learning Goals
Sub-Goals
Type of Learning
Assessment Strategies
Feedback Strategies
1. Use technology successfully as an integral tool to enhance learning. a. Identify and select appropriate technology. Knowledge
Comprehension
Analysis

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, classroom management and technology integration with a focus on 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
Mentor Learning Goals
Sub-Goals
Type of Learning
Assessment Strategies
Feedback Strategies

 

1. Facilitate seamless and appropriate technology integration in the curricular content to enhance teaching and learning in an authentic learning environment

 a. Determine possibilities for technology integration that enhance the lesson. Comprehension
Application 		Mentee feedback
Self-Evaluation 		Written
Metacognition
b. Determine the needs of the teacher and students to ensure successful technology integration into the lesson. Application Self-Evaluation Metacognition
2. Collaborate effectively with the mentee in the design of student learner-centered instruction that maximizes student learning, classroom management and technology integration with a focus on the needs of diverse learners. a. Evaluate classroom management techniques for success with a focus on diverse learners. Analysis Mentee feedback
Self-Evaluation 		Metacognition
b. Achieve increased rapport and build trust with mentee. Application Mentee feedback
Self-Evaluation		 Metacognition
c. Study assessment strategies to aid student learning. Knowledge
Comprehension 		Self-Evaluation Metacognition
Rubric #1 for Brochure

Product-Based Assessment
This rubric will assess the creation of the brochure and the final product.

Learning Goals:

1.Create a brochure for an infomercial that incorporates the main elements of the presentation speech.

Learning Objectives:

a. Select topic and conduct research
b.Identify main elements for design of the brochure
c. Use Microsoft Publisher for brochure creation

CATEGORY
4
3
2
1
Content - Accuracy
 All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate.
Delivery & Organization
 The brochure has exceptionally attractive formatting and well-organized information. The brochure has attractive formatting and well-organized information. The brochure has well-organized information. The brochure's formatting and organization of material are confusing to the reader.
Graphics/Pictures
 Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems "text-heavy". Graphics do not go with the accompanying text or appear to be randomly chosen.
Knowledge Gained
 All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.
Writing - Organization
 Each section in the brochure has a clear beginning, middle, and end. Almost all sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle and end. Less than half of the sections of the brochure have a clear beginning, middle and end.
Writing - Grammar & Spelling
There are no grammatical mistakes and misspellings in the brochure. There are no grammatical mistakes or misspellings in the brochure after feedback from an adult. There are 1-2 grammatical mistakes and/or misspellings in the brochure even after feedback from an adult. There are several grammatical mistakes and/or misspellings in the brochure even after feedback from an adult.
Rubric #2 for Oral Presentation


This rubric will assess the presentation of the speech.

Learning Goals:

2. Present an infomercial product to the class in speech form that includes traditional elements of speech organization and form.

Learning Objectives:

a. Determine main elements and organization for speech
b. Present information in a coherent form

CATEGORY
4
3
2
1
Collaboration with Peers
 Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Preparedness
 Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present.
Content
 Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well.
Props
 Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. Student uses 1 prop that shows considerable work/creativity and which make the presentation better. Student uses 1 prop which makes the presentation better. The student uses no props OR the props chosen detract from the presentation.
Posture and Eye Contact
 Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or does not look at people during the presentation.
Comprehension
 Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic.