ESC 11 Master Technology Teacher Certification Program

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MASTER TECHNOLOGY TEACHER CERTIFICATION PROGRAM

Education Service Center
Region XI

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

Becky Reeder

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	Observe learner's computer screen. Ask questions.	Continually through lesson.	Provide constant feedback which will pinpoint trouble spots and encourage success.
b) to encourage the students to reflect on their learning progress and achievement	Reflective questions.	At end of each session.	Self-monitoring will build confidence, encourage collaboration and technology integration.
c) to determine your students' learning progress and achievement	Monitor progress during session. Use rubric to evaluate PowerPoint.	Continually through lesson. At completion of lesson.	The rubric will serve as an example of multimedia assessment.

Assessment Strategies


Goals	Sub-Goals (Objectives)	Type of Learning	Assessment Strategy	Feedback Strategy
Student Goals Use the Internet to research an assigned topic from Texas History.	1. Identify keywords for Internet research. 2. Use prior knowledge to determine validity of information. 3. Copy and paste images and text, including URLs, into a Word document for later retrieval.	1. Synthesis 2. Application 3. Psychomotor	Observation	Verbal
Use PowerPoint to create a multimedia project to be presented to the class.	1. Plan and create a linear multimedia project based on research findings. 2. Use font, color and layout to create unity within a multimedia project. 3. Demonstrate knowledge of copyright law.	1. Synthesis 2. Analysis 3. Application	Discussion Observation	Verbal praise Rubric
Teacher Goal Reason about the development of a technology rich lesson.	1. Plan the instructional unit. 2. Develop guidelines for student collaboration. 3. Develop an assessment instrument. 4. Discuss effective lab-management strategies. 5. Differentiate the needs of learners at various cognitive levels.	1. Synthesis 2. Analysis 3. Evaluation 4. Comprehension 5. Analysis	Discussion Completion of Rubric	Verbal
Professional Goals Evaluate the needs of diverse learners.	1. Differentiate the needs of learners at various cognitive levels. 2. Analyze the need for assistive technologies including equity and access. 3. Analyze the need for accessible design.	1. Analysis 2. Analysis 3. Analysis	Successful implementation during lesson.
Gain comfort with the mentoring/coaching process.	1. Develop a trusting relationship. 2. Participate in pre-production, post-production and distribution of products.	1. Affective 2. Synthesis	Self-evaluation

Rubric

The rubric below will be used to assess a linear PowerPoint presentation created by 7th grade Study Skills students after researching a topic in Texas History.

Learning Goals:

Use the Internet to research an assigned topic from Texas History.
Use PowerPoint to create a multimedia project to be presented to the class.

Learning Objectives:

1a. Identify keywords for Internet research.
1b. Use prior knowledge to determine validity of information.
1c. Copy and paste images and text, including URLs, into a Word document for later retrieval.

2a. Plan and create a linear multimedia project based on research findings.
2b. Use font, color and layout to create unity within a multimedia project.
2c. Demonstrate knowledge of copyright law.

CRITERIA	Excellent (10 points)	Good (8 points)	Satisfactory (6 points)	Needs Improvement (4 points)	Score Received
Storyboard	Completed on time. Includes notations for content, colors, graphics and transitions.	Completed on time. Includes notations for content and graphics.	Completed on time. Includes notations for content.	Not completed.
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 the presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these distract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Mechanics (counts twice)	No misspellings or grammatical errors.	Three or fewer misspellings and/or grammaticall errors.	Four misspellings and/or grammatical errors.	More than 4 errors in spelling or grammar.
Content (counts three times)	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
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.
Originality	Product shows a large amount of original thought. Ideas are creative and inventive.	Product shows some original thought. Work shows new ideas and insights.	Uses other people's ideas (giving them credit), but there is little evidence of original thinking.	Uses other people's ideas, but does not give them credit.
Sources	Source information collected for all graphics, facts and quotes. All documented in desired format.	Source information collected for all graphics, facts and quotes. Most documented in desired format.	Source information collected for graphics, facts and quotes, but not documented in desired format.	Very little or no source information was collected.

Date Created: 2003-02-26
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Education Service Center
Region XI
3001 N. Freeway
Fort Worth, TX 76106

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