assessment tools

Jason Huddleston

Assessment Tools

Directives	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?*
to enable continuous/frequent feedback between you and the students	Create an atmosphere that encourages interaction, engage students early. Use multiple students in the intro of the lesson.	Stimulate interest with images and visuals. Use to reinforce throughout the lesson. Students should be placed in situations where they can be successful in front of their peers, so choose carefully.	Both tools encourage student involvement in the lesson as active learners. They are partners in the learning which serves to achieve the learning goal.
to encourage the students to reflect on their learning progress and achievement	Teacher directed questioning. Oral practice quizzes	Questioning should occur throughout the lesson as the teacher moves to the more complex concepts. The practice quizzes should be used at the end of each objective to determine student retention and the need for review.	The teacher must have a solid questioning strategy to maintain student interest in the lesson. It is also helpful if students know that they will be accountable (tests) for the information or skill in the lesson.
to determine your students' learning progress and achievement	Teacher will monitor student responses to questions. End of lesson test	Teacher is contantly monitoring throughout the lesson. Test should occur when all objectives have been covered and students have been given all necessary tools and information.	End of lesson test will be used as the final feedback instrument to indicate student understanding of the concept.

Strategies

Goals	Sub-Goals (Objectives)	Type of Learning	Assessment Strategy	Feedback Strategy
Student Goals Identify latitude and longitude lines on a map	Use an atlas to identify map components. Map Vocabulary	Knowledge Knowledge	Observation & Questioning Oral Quizzing	Verbal Verbal correction
Locating positions using coordinates	Use a hurricane tracking map to practice locating points on the map Use a GPS receiver to demonstrate modern coordinates.	Application & Synthesis Knowledge & Comprehension	Observation & Demonstration by students Written end of lesson test	Verbal with demonstration of GPS Grade and return test with correct answers
Learn about map making and map history.	Use the internet to research map history Produce a class presentation	Analysis & Synthesis	Rubric for final written presentation	Completed rubric
Teacher Goals Integrate lesson goals with interactivity and technology where possible.	Plan appropriate questions for lesson Plan for needed equipment and tools Create a sample for presentation assignment Generate rubric for presentation evaluation	Knowlegde/Analysis Knowledge Evaluation Evaluation	Discussion	Verbal and written
Professional Goals Improve upon mentoring skills and feedback	Determine areas of strengths and weaknesses within the lesson Analyze the need for assistive technologies	Evaluation & Analysis Evaluation	Discussion	Verbal and written
Develop and improve the mentor/mentee realtionship	Create trust by providing useful and positive feedback Prepare for and participate in the pre/post lesson conferences	Evaluation Synthesis & Analysis	Discussion	Verbal and written

Rubric

This rubric will be used to assess both the written and multimedia content of the 5th map research presentation.

Learning Goals:

1. Apply research skills to acquire information on ancient maps.
2. Apply skills with multimedia software (PowerPoint) to create a presentation.

Learning Objectives:

1. Access the internet for information on ancient maps.

2. Use language and writting skills to prepare a written report.

3. Use PowerPoint to create a visual presentation to accompany the written report.

4. Demonstrate a better understanding of ancient map making techniques.

Multimedia Project : Ancient Maps and Map Making

Mr. Huddleston

CATEGORY	4	3	2	1
Presentation	Well-rehearsed with smooth delivery that holds audience attention.	Rehearsed with fairly smooth delivery that holds audience attention most of the time.	Delivery not smooth, but able to maintain interest of the audience most of the time.	Delivery not smooth and audience attention often lost.
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 to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presenation content.
Rough Draft	Rough draft brought on due date. Student shares with peer and extensively edits based on peer feedback.	Rough draft brought on due date. Student shares with peer and peer makes edits.	Provides feedback and/or edits for peer, but own rough draft was not ready for editing.	Rough draft not ready for editing and did not participate in reviewing draft of peer.
Mechanics	No misspellings or grammatical errors.	Three or fewer misspellings and/or mechanical errors.	Four misspellings and/or grammatical errors.	More than 4 errors in spelling or grammar.
Content	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.
Oral Presentation	Interesting, well-rehearsed with smooth delivery that holds audience attention.	Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.	Delivery not smooth, but able to hold audience attention most of the time.	Delivery not smooth and audience attention lost.
Requirements	All requirements are met and exceeded.	All requirements are met.	One requirement was not completely met.	More than one requirement was not completely met.

Date Created: Jul 03, 2004 08:05 pm (CDT)

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