|
|
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 |
Discussions,
observe computer screen, instructor feedback |
Group and individual discussions as
needed throughout lesson |
This will allow for problems to be
resolved before additional pieces are
added |
| b) to encourage the students to reflect on their learning progress and achievement |
Discussions, self-assessment of process and product, journals |
Group discussion at being and end
Individual discussions as needed
Journal thoughts at beginning and end
|
Reflecting on their work will allow them
to make critical decisions about what is
important to the product. |
| c) to determine your students' learning progress and achievement |
Monitor process throughout lesson. Use
rubric for power point presentation |
Group and individual discussions as
needed By rubric at the end of lesson
|
Using the rubric will allow the student
to see the point value for each piece of
the project. |
| |
| Goals |
Sub-Goals (Objectives) |
Type of Learning |
Assessment Strategy |
Feedback Strategy |
|
Mentor Goals: Assist the mentee in lesson development
through the use of clarify questions |
1.Use Question coaching /mentoring
strategies
2.Use a variety of clarifying
questions
3.Reflect on the session focusing
of use of clarifying questions
|
1.Application 2.Application
3.Evaluation
|
Observation of video tape
session
Discussion, Journaling
|
Written summary of observations
Verbal |
| Assist the mentee with evaluating and
selecting the correct technology for
student achievement |
1. Determine what technology is
available
2. Determine the advantages and
disadvantages of each technology
3. Determine how the technology
will affect student achievement
|
1.Synthesis
2.Analysis
3.Analysis
|
Discussion |
Verbal |
| Assist the mentee in developing a lesson
which will be accessible for all
learners in her class |
1. Define Universal Design principles
2. Define equity and accessibility laws
3. Determine
developmentally appropriate learning
experiences for the diverse learners
|
1.Knowledge
2.Knowledge
3. Synthesis
|
Written summary of UD
principles and equity
laws
Observation
|
Written review of summary
Verbal |
| Gain comfort with mentor process |
1. Create goals for session
2. Articulate feelings
3. Role play different position
of the coaching relationship
|
|
Written goal
Discussion
Review of online discussion
|
Verbal Written summary of review
of online discussion |
|
Mentee Goals:
Develop lesson plan that is accessible
to all students
|
1. Determine types of students and
disabilities 2. Determine types of AT
devices available
3. Use AT devices as needed |
1. Analysis 2. Knowledge
3. Application |
Discussion
Observation |
Verbal |
| Gain comfort with using technology in my
classroom
|
1. Determine Goals for session 2.
Articulate Feelings
3. Develop checklist |
1. Synthesis 2. Affective
3. Synthesis |
Discussion |
Verbal |
|
Student Goals: Read a story and order the events of the
story in sequence
|
1. Use tips and techniques for reading
comprehension 2. Practice sequencing
3. Read Story |
1. Knowledge 2. Knowledge
3. Application |
Discussion |
Verbal |
| Will use cut and paste in a word
processor for sequencing |
1. Use cut and paste techniques in a
word processor 2. Sequence the events
of the story in correct order |
1. Psychomotor 2. Application |
Grade Printout |
Graded printout |
| Will create a multimedia presentation
with a slide for each event in correct
sequence
|
1. Use basic power point skills to
create a presentation 2. Create a
slide for each event in correct order
3. Present the slide show to class |
1. Psychomotor 2. Application
3. Psychomotor |
Rubric |
Rubric Verbal |
A rubric is a rule or an explanation. When applied to assessment, a rubric delineates the rules that will be used for judging quality or scoring. Rubrics provide the criteria against which the work of students will be judged. Rubrics are used by instructors as a benchmark for providing feedback as well as grades for student work. With guidance from instructors, rubrics can be used by students as the measure for developing, revising, and assessing their own work as well as assessing the work of their peers.
Use the table below to develop a rubric for one of your assessment tools. First, describe the assessment briefly (e.g. a 10 page essay of which the purpose is...; a lab of which the purpose is...) and list the learning goals and objectives associated with the assessment. Then, using the left-hand row of the table, develop criteria or dimensions of quality that are important for the assessment and therefore will be judged (e.g. factual accuracy, depth of discussion, documentation, functioning of group). Finally, using the columns across the table, briefly describe 3 or 4 levels of mastery for each criteria.
|
This rubric will be
used as an assessment of a power
point presentation of a story.
The power point will be created by
students in Mrs. Day's 3rd grade
class. Each student must create a
power point slide for each important
event in the story in correct
sequence.
Learning Goals:
1.
Read a story and order the events of the
story in sequence
2.
Will use cut and paste in a word
processor for sequencing
3.
Will create a multimedia presentation
with a slide for each event in correct
sequence
Learning Objectives
1a. Use tips and techniques for
reading comprehension
1b. Practice sequencing
1c. Read Story
2a. Use cut and paste techniques in
a word processor
2b. Sequence the events of the story
in correct order
3a. Use basic power point skills to
create a presentation
3b. Create a slide for each event in
correct order
3c. Present the slide show to class
|
| Criteria (objective or performance) |
Level/Description and Associated Score |
Score Received |
|
Excellent 10 |
Good 8 |
Average 6 |
Needs Improvement 4 |
| 1. Word Document |
Turned in on time.
|
Turned in Late. |
----------- |
Not turned in |
|
|
2. Content Accuracy |
All content exactly correct. |
Most content correct. |
Several content pieces are not correct |
Many content pieces are not correct |
|
|
3. Event Sequencing |
All events are in correct sequence |
Most events are in correct sequence |
Half of the events are in correct
sequence |
Less than half events are in correct
sequence |
|
4. Mechanics
|
No misspellings or grammar errors |
Three or fewer misspellings and/or
grammar errors |
Four misspellings and/or grammar errors |
More than 4 errors in spelling or
grammar |
|
|
5. Font choice and formatting |
Color, bold, italic, etc. have been used
to enhance content |
|
Color, bold, italic, etc. makes content
hard to read |
|
|
|
6. Use of Graphics |
All graphics support the content and are
the correct size |
All graphics support the content but
some are not correct size |
All graphics are correct size but some
do not support content |
Graphics distract from the content |
|
|
7. Background |
Background is consistent from slide to
slide. Background is not distracting to
content |
Background is not consistent from slide
to slide, but does not distract from
content |
|
Background distracts from content. |
|
|
8. Attractiveness |
Makes excellent use of font, color,
graphics, etc. to enhance presentation |
Makes good use of font, color, graphics,
etc. to enhance presentation |
Makes use of font, color, graphics, etc.
but sometimes these are distracting to
presentation |
Use of font, color, graphics, etc. are
often distracting to presentation |
|
|
9. Presentation |
Well-rehearsed with smooth delivery that
holds audience attention |
Fairly smooth delivery that holds
audience attention most of time |
Delivery not smooth but about to hold
audience attention most of time |
Delivery not smooth and audience
attention often lost |
|
|
10. Effectiveness |
Project includes all elements. |
Project contains most elements |
Project lacks 2 or 3 elements |
Project lacks 4 or more elements |
|
