| Assessment Instruments | |||
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Objectives |
What Task, Strategies, Instruments |
How Process, How often |
Why How do the selected tools support your learning goals and the learning principles guiding your design? |
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to enable continuous/frequent feedback between instructor and students |
Questions Discussion Observation |
Continually |
Asking questions will allow the teacher to access knowledge learned. Discussing the information in class will enable students to retain what information is to be used in project. Observing the students will enable the teacher to guide and assist students when needed. |
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to encourage the students to reflect on their learning progress and achievement |
Questioning Discussion |
on a daily basis |
Through questioning and discussing the teacher can monitor students progress and check student understanding. |
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to determine your students' learning progress and achievement |
Observation Brochure Rubric |
Continually |
Observing students daily will check for task accomplishment, provide students with a guide to evaluate their work, along with a list of what needs to be done. Provides a tool with which to grade final product. |
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Assessment Strategies | ||||
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Goals Student Learning |
Sub Goal (Objectives) |
Types of Learning |
Assessment Strategies |
Feedback Strategy |
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Student Goals Perform effective research on the brick memorial using server information, the internet, and newspaper articles. |
TEK 110.24 b (13) (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions. |
Knowledge Information Search
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Direct Instruction
Observation |
Ask questions Brainstorm ideas
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Provide concise summarization of researched information. |
TEK 110.24 b (13) (E) summarize record and organize information from multiple sources by taking notes, outlining ideas, and making charts |
Comprehension Paraphrasing Analysis Making Deductions |
Direct Instruction
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Summarization Assignment |
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Work collaboratively to desegregate into needed and not needed information based on research findings. |
TEK 110.24 b (10)(G)Paraphrase and summarize text to recall, inform, or organize ideas 110.24 b (13)(G) draw conclusions from information gathered from multiple sources |
Analysis Making Deductions Comprehension Paraphrasing |
Group Discussion
Summarization Evaluation |
Discuss important information
Submit Notes for Evaluation |
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Create an effectively designed three column page layout for a flyer. |
TEK 110.24 b.(20) (B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer 110.24 (b) (20) (E) present information in various forms using available technology 110.24 (b) (24) (B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports. |
Synthesis Organizing and conducting an original product Application Modeling Evaluation Evaluating one's own products and ideas |
Observation
Demonstration
Evaluation |
Final product
Complete rubric |
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Teacher Assessment |
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Guide students during research and collection of information. Give students instruction in learning to access server and newspaper articles. Instruct students in creation of three column flyer using Microsoft Word. |
TEK 110.24 b.(20) (B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer 110.24 (b) (20) (E) present information in various forms using available technology 110.24 (b) (24) (B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports.
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Knowledge Comprehension Application Analysis Synthesis Evaluation |
Discussion Summarizations Collaboration |
Produce a three column flyer. Complete a rubric. |
| Monitor students as they do research and work in groups. Keep students on task through questioning and one on one instruction. Use strategies that support classroom management. | Knowledge Comprehension |
Collaboration Discussion Cooperation |
Communicate to each other ideas concerning classroom strategies and modifications. | |
| Use mentor as a resource for learning technology. Gain confidence in using technology in the classroom. | 110.24 (b) (20) (E) present information in various forms using available technology. | Knowledge Comprehension |
Collaboration Discussion Cooperation |
Brainstorm ideas concerning integrating technology into the classroom. Choose applications to use in creating lessons. Practice using software. |
| Mentor Assessment | ||||
| Reviewing and discussing lessons concerning the use of technology. See that the teacher possesses skills needed to teach lesson. Determine the best aspects that will help the teacher with the task. | TEK 110.24 b (13) (C TEK 110.24 b (13) (E TEK 110.24 b (10)(G)110.24 b (13)(G) TEK 110.24 b.(20) (B)110.24 (b) (20) (E) 110.24 (b) (24) (B) 110.24 (b) (20) (E)
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Knowledge Comprehension Application Analysis Synthesis Evaluation
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Questioning Brainstorming Collaboration |
What does the teacher need to learn in order to be successful integrating technology that will promote student learning. |
Goals:
Perform effective research on brick memorial using server information, the internet and newspaper articles.
Create an effectively designed three column page layout for a flyer.
Objectives:
Use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions.
Present information in various forms using available technology.
Produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports.
Teacher Name: Mrs. Phillips
Student Name: ________________________________________
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CATEGORY
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4
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3
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2
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1
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Sources
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Careful and accurate records are kept to document the source of
95-100% of the facts and graphics in the brochure.
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Careful and accurate records are kept to document the source of
94-85% of the facts and graphics in the brochure.
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Careful and accurate records are kept to document the source of
84-75% of the facts and graphics in the brochure.
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Sources are not documented accurately or are not kept on many facts
and graphics.
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Writing - Organization
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Each section in the brochure has a clear beginning, middle, and end.
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Almost all sections of the brochure have a clear beginning, middle
and end.
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Most sections of the brochure have a clear beginning, middle and
end.
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Less than half of the sections of the brochure have a clear
beginning, middle and end.
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Content - Accuracy
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All facts in the brochure are accurate.
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99-90% of the facts in the brochure are accurate.
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89-80% of the facts in the brochure are accurate.
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Fewer than 80% of the facts in the brochure are accurate.
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Graphics/Pictures
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Graphics go well with the text and there is a good mix of text and
graphics.
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Graphics go well with the text, but there are so many that they
distract from the text.
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Graphics go well with the text, but there are too few and the
brochure seems "text-heavy".
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Graphics do not go with the accompanying text or appear to be
randomly chosen.
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Knowledge Gained
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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.
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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.
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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.
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Several students in the group appear to have little knowledge about
the facts or technical processes used in the brochure.
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Spelling & Proofreading
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No spelling errors remain after one person other than the typist
reads and corrects the brochure.
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No more than 1 spelling error remains after one person other than
the typist reads and corrects the brochure.
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No more than 3 spelling errors remain after one person other than
the typist reads and corrects the brochure.
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Several spelling errors in the brochure.
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Attractiveness & Organization
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The brochure has exceptionally attractive formatting and
well-organized information.
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The brochure has attractive formatting and well-organized
information.
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The brochure has well-organized information.
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The brochure's formatting and organization of material are confusing
to the reader.
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