Assessment

MTTC Mentoring Field Experience Home Page

MASTER TECHNOLOGY TEACHER CERTIFICATION PROGRAM

Education Service Center
Region XI

Giving them the tools that will stay with them for a life time

Suzanne Dreyer

Assessment Instruments
	What tasks, strategies, instruments	How the 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	Teacher Observation and Questioning	Continually	It is part of instruction and informs the teacher how to adjust instruction during the teaching process.
	Problem Solving Observation Checklist	Once	Used to collect data on: attitude toward problem solving, selection and usage of a specific strategy, modeling a strategy with a manipulative, ability to work effectively in a group
	Teacher created rubrics	Introduced at the beginning and used throughout	Performance tasks are scored according to specified criteria.
b) to encourage the students to reflect on their learning progress and achievement	Graphic Organizers- Inspiration KWL	At beginning and end of unit	Assess the prior knowledge of students before teaching this lesson.
	Questioning for reflective feedback	Whole group, collaborative groups, and individually	Teacher acts as a facilitator and guides students thinking. Students restae problems and solution strategies.
	Collaborative Work Rubric	After group work	Student self evaluation
	Oral Presentation Rubric	End of study	Peer evaluation
c) to determine your students' learning progress and achievement	Graphic organizer - Inspiration Brainstroming & KWL	At beginning and end of unit	Assess the prior knowledge of students before teaching this lesson, and learning at the end.
	Problem Solving Think Sheet	Day 2	Used to organize students' thinking
	Collaborative Work Rubric: Teacher	After group work	Teacher evaluation
	Critical Thinking/ Problem Solving Rubric	End of study	Teacher Evaluation


Assessment Strategies
Learning Goals	Nested Objectives	Type of Learning	Assessment Strategy	Feedback Strategy
Student Goal Deepen understandings through authentic, self-directed activities	Define and discuss strategies for solving word problems (In order for a student to gain insight about a problem, there must be intensive analysis of the different ways to approach it, and about learning in general)	knowledge comprehension analysis application	Observation Problem Solving Think Sheet Rubric	Verbal & responses are recorded in Inspiration on the whiteboard
Student Goal Use critical thinking and problem solving skills to design a “fraction" word problem PowerPoint presentation	Use Inspiration to plan (storyboard) a fraction word problem, strategy, and solution	application analysis	Inspiration storyboard	Teacher check for understanding before students can begin work in powerpoint
	Design a 4 slide presentation: Title Word problem Strategy for solving Solution	application analysis	Word Problem checklist	Self-evaluation
	Add images (clipart/ scan) to illustrate each slide	application analysis	Word Problem Checklist	Self-evaluation
Student Goal Share their work with classmates and other classes	Give an oral presentation to classmates to introduce the problem and "teach" a solution strategy	application	Oral Presenstation Rubric	Peer-evaluation
	Print, cut out, and mount slide to bind into a Fraction Word Problem Puzzle Book	application	Oral Presenstation Rubric	Peer-evaluation
Teacher Goal To design a LoTi level 4 lesson that infuses higher level thinking skills into their classroom practice	To identify the first 4 LoTi levels and rate herself to the closest level she believes she is comfortable	knowledge comprehension	Pre-unit observation and discussion	Verbal
	To discuss examples of Curriculum Projects that Integrate Technology she has implemented and name the LoTi level	comprehension analysis synthesis evaluation
	To identify the content standards and assessment strategies/instruments/products for the lesson	knowledge application
	To state the student objectives of the lesson	application
Teacher Goal To articulate which technology “tool” to support student achievement	To name the hardware, software and versions, and peripherals and equipment she and her students have access to in the classroom and computer lab	knowledge comprehension	Pre-unit observation and discussion	Verbal
	To discuss both her and her students’ proficiency with the technology tool options with mentor and decide on the one that best fits objectives	analysis
	Discuss how the tool can most effectively reaches all learning styles	evaluation
Mentor Goal Develop skills in mentoring/coaching to facilitate teachers to effectively implement technology integration into their routine classroom practice	To create and foster a safe, comfortable working relationship with the teacher	application analysis synthesis evaluation	Self-evaluation Cognitive coaching sessions Teacher evaluation	Metacognition Verbal, written
	To become an effective listener and help clarify ideas, to acknowledge every effort, congratulate, offer support, encouragement, and not be the expert in all things
	To develop personal questioning strategies that allow the teacher to reflect on her practice
	To customize my support to meet the teacher’s individual needs
	To establish open dialog and a collaborative relationship
	To maintain a simple log to document conferences and professional development activities
Mentor Goal Collaborate with colleagues to facilitate the implementation of a LoTi Level 4 lesson	To build in time to conference with the teacher to design lessons that promote active student-centered learning emphasizing problem solving & higher ordered thinking skills	synthesis	Schedule Cognitive coaching sessions Teacher evaluation Team rubric scores and peer evaluations	Evaluation Verbal, written
	Explain the research-based connection between technology integration and instructional design.	knowledge comprehension application		Evaluation Verbal, written

Rubric

The rubric below will be used to assess a student's oral presentation of thier powerpoint fraction word problem puzzle.

Learning Goals:

Use critical thinking and problem solving skills to design a “fraction" word problem PowerPoint presentation.
Share their work with classmates and other classes.

Learning Objectives:

1. Define and discuss strategies for solving word problems
2. Plan a fraction word problem, strategy, and solution
3. Design a 4 slide presentation with illustrations
4. Give an oral presentation to classmates to introduce the problem and "teach" a solution strategy.

Oral Presentation Rubric
CATEGORY	4	3	2	1
Preparedness	Student is completely prepared and has obviously rehearsed.	Student is prepared and has obviously rehearsed.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Uses Complete Sentences	Always (99-100% of time) speaks in complete sentences.	Mostly (80-98%) speaks in complete sentences.	Sometimes (70-80%) speaks in complete sentences.	Rarely speaks in complete sentences
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
Other Components	Completely communicates and verifies solution to problem, graphically and orally.	Completely communicates and verifies solution to problem, graphically and orally most of the time.	Communicates and verifies solution to problem, graphically and orally some of the time.	Almost never communicates and verifies solution to problem, graphically and orally.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word	Often mumbles or can not be understood OR mispronounces more than one word.
Evaluates Peers	Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).	Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).	Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).	Fills out most of the peer evaluation but scoring appears to be biased.

"Rubistar." Oral Projects. High Plains Regional Technology in Education Consortium . 06 Jul 2004 <http://rubistar.4teachers.org/>.

Education Service Center
Region XI
3001 N. Freeway
Fort Worth, TX 76106

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