Janet Walters

MTTC

April 27, 2003

Formal and Informal Assessment and Feedback Plan

	What tasks, strategies, instruments	How will the processes occur and how often?	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 mentee teacher	rubric that gives sequence of tasks rubric with clear, definite list of expectations conference after lesson with the mentee	frequent question and answer times, making sure all students and the mentee understand the concepts and the skills	computer and software will facilitate the development of reading skills and higher level thinking skills along with technology skills mentee will see the value of using Word to teach reading skills
b) to encourage the mentee to reflect on her learning progress and achievement	peer evaluation of student work at various stages of the project conference after lesson with the mentee	frequent teacher comment as students and mentee interact with the software and as they plan and write reports on the advantages of pets	the computer and printer will enable printout of the drafts at various stages and the mentee can observe mastery as students can easily peer evaluate each other’s work
c) to determine the mentee’s and students’ learning progress and achievement	rubric comparison with writing samples question and answer session with students and mentee	end-of-project presentation	computer will allow presentation via large screen monitor and the importance of written language via technology will be understood by the students and the mentee
d) to determine the mentee teacher’s needs for implementing a system for monitoring the effectiveness of her integration efforts	post-conference with cognitive coaching to help teacher think about how she wants to use the new skills she has learned and how she will set the pace for learning more ways to integrate technology	offer followup conferences and more help	The computer and software will be used to support reading instruction, not through drill and practice, but through learner-centered, student-created projects.