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 adult learners	Create an atmosphere that encourages interaction, engage students early. Use past adult learner success to encourage program use.	Stimulate interest with images and visuals. Use to reinforce throughout the lesson. Adult learners should be placed in situations where they can be successful in front of their peers, so choose carefully.	Both tools encourage adult learner involvement in the lesson as active learners. They are partners in the learning which serves to achieve the learning goal.
to encourage the adult learners to reflect on their learning progress and achievement	Presentation leader directed questioning. Visual monitoring of adult learner progress through the training.	Questioning should occur throughout the lesson as the teacher moves to the more complex concepts. Leader will provide positive feedback and encouragement.	The teacher must have a solid questioning strategy to maintain adult learner interest in the lesson. It is also helpful if teachers know that they will be receiving more training in the future and the level of expectation from the adimistration.
to determine adult learner progress and achievement	Presenter will monitor adult learner responses to questions. End of session review	Presenter is contantly monitoring throughout the lesson. Adult learners will complete all steps of training without help from the presenter.	As adult learners complete all logon and use steps, the presenter will be providing positive feedback in the form of prizes. This serves to create a relaxed atmosphere where teacher success is celebrated.

Strategies

Goals	Sub-Goals (Objectives)	Type of Learning	Assessment Strategy	Feedback Strategy
Student Goals Successfully logon to Learning.com homepage.	Enter screen name and password. Understand and use homepage navigation buttons.	Knowledge Knowledge	Observation & Questioning	Verbal Verbal correction
Create and modify student data and classes.	Create class structure Add student data and enroll them in created classes.	Application & Synthesis Knowledge & Synthesis	Observation Oral Questioning	Verbal feedback throughout presentation
Assign curriculum and begin student lessons	Select grade level for curriculum Assign individual lesson or entire units	Knowledge & Application	Observation Oral direction and questioning	Teachers will independently complete all steps of access.
Create and produce student progress reports	Choose student reports from teacher menus. Complete form requirements and print reports.	Knowledge & Application	Observation Oral direction and questioning	Print reports on lab printer and discuss their uses as a group.
Trainer Goals Integrate lesson goals with interactivity and technology where possible.	Plan appropriate questions for lesson Plan for needed equipment and tools Provide adequate modeling for adult learners 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 the effectiveness of a training session for basic Learning.com use.

Learning Goals:

1. Access teacher screens and functions of learning,com
2. Create class and student data & assign curriculum

Learning Objectives:

1. Use computer skills to log-on to Learning,com teacher homepage.

2. Demonstrate adequate knowledge of assigning curriculum and student lessons.

3. Create and generate student progress reports.

Presentation Rubric : Learning.com Training

Teacher Name: Mr. Huddleston

Student Name: ________________________________________

CATEGORY

4

3

2

1

Comprehension

Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

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.

Content

Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Date Created: Aug 18, 2004 07:53 pm (CDT)

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CATEGORY	4	3	2	1
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
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.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.