Laquita Barton

Assessment & Feedback Plan
Assessment Instrument	What Tasks, Strategies, Instrument	How Process, 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	Individual Assistance Questioning Class Discussion	Throughout presentation of HyperStudio presentation; matching game and jigsaw puzzle.As needed with assignments on computer.	Teacher will ask questions to determine the understanding of students and encourage student feedback during presentation. Questioning will allow the students to demonstrate their understanding of the learning goals and objectives as a class and individually. The use of HyperStudio supports the learning goals of reinforcing the sounds "A-E."
b) To encourage the students to reflect on their learning progress and achievement	Questioning Summarizing Observation Class Discussion Matching game Jigsaw Puzzle	During the initial presentation, matching game and jigsaw puzzle.	Students will be given the opportunity to think about the sounds and to share personal experiences that relate to the sounds with the class.
c) To determine your students' learning progress and achievement	Observation Student responses Matching game Jigsaw puzzle	During initial presentation, at the end of each part of the activity, and after lesson completion	Teacher will use her observations during questioning, watching body language as well as responses. The game and puzzle address the student learning goals & objectives.
Goals	Sub-Goals (Objectives)	Types of Learning	Assessment Strategty	Feedback Strategy
Student Goals: 1.Assimilate information from Infocus illustrating objects that have beginning sounds: A-E.	Demonstrate body language that listening skills are being used.	Cognitive (Comprehension)	Teacher will listen for students' examples for sounds that are illustrated during class discussion. Observation of body language.	Do you know something that starts with "A,B,C,D,E"? (waiting for responses each time.)What are the sounds for these letters? (Waiting for responses each time.)
	Following directions in quietly watching projected screen.
	Asking questions when appropriate concerning sounds.
2.Use HyperStudio and associate photos of objects that begin with a specified sound.	Determine which photos match a sound.	Complex Thinking	Teacher will observe whether students' matched sounds are correct.	Is any part of your matching game that is empty? Are all the boxes filled? Which words start with A,B,C,D,E?
	Operate HyperStudio software.	Psychomotor (Executing actions)	Teacher will be attentitive to students who need technical assistance.	Do you have your correct finger placement? Do you remember the icon for HyperStudio?
3.Complete a jugsaw puzzle using HyperStudio.	Recall words that start with designated sounds.	Cognitive (application)	Teacher will watch for students who are completing puzzle correctly and those who need more assistance.	What are some of the things which start with A....E? What sounds do they make?
3.Complete a jugsaw puzzle using HyperStudio.	Insert words correctly to complete jigsaw puzzle.	Cognitive (application)	Teacher will watch for correct drag-and drop function to correctly manipulate the puzzle.	How do you drag an object on the computer? How do you move an object using the mouse? Which button do you hold down?
Goals	Sub-Goals (Objectives)	Types of Learning	Assessment Strategty	Feedback Strategy
Teacher Goals: (Instructor) 4. Develop autonomy in the process of creating student-centered instruction.	Explain the steps for using Hyper Studio.	Cognitive (comprehension) (synthesis) (application)	Click on the icon for HyperStudio. Click on the Matching Game for A-E. Click on the sound that represents the object on the right of the screen.	Did the students remember how to open HyperStudio? Did the students follow the instructions for playing the matching game?
	Create a lesson plan that emplements student-centered activities.	Cognitive (comprehension) (synthesis) (application)	The teacher created a matching game using HyperStudio that reinforced the A-E sounds.(student-centered)	Could the students manipulate the equipment in a timely manner to complete the matching operations?
5. Set objectives and procedures for module, incorporating technology for enhancement.	Develop objectives.	Cognitive (synthesis)	Questioning and discussion between mentor and mentee.	What do you want the students to learn in this lesson?
	Plan procedures	Cognitive (analysis)	Teacher planned to use HyperStudio for initial presentation using the Infocus and also for student-centered learning: students use the same software to complete a matching game and jigsaw puzzle.	What tasks (steps) have been involved in planning this lesson? What software and hardware will be used?
	Schedule Infocus/setup	Psychomotor (Executing actions)	Teacher reserved lab and checked infocus and laptop for synchrinization.	What logistical preparations will need to be made? Do you have a prescribed computer lab time? Is there an aide in the lab to help you?
	Set up HyperStudio to align with goals in lesson.	Cognitive (Application)	Teacher created the initial presentation, the matching game and puzzle using sounds and objects A-E	Is HyperStudio developmentally appropriate for 1st graders? Do the students know the software already?
	Prepare jigsaw puzzle using HyperStudio.	Cognitive (Evaluation)	Created a jigsaw puzzle using Hyperstudio.	How does the puzzle work? Will the same images in the initial presentation be used in the puzzle for reinforcement?
6. Address the needs of diverse learners.	Design activities for the ADHD child	Cognitive (Application)	Teacher asks this child to assist others during the matching game and puzzle.	How do you handle the ADHD child if he gets unruly? How do you manage several students with diverse learning situations in the same class?
6. Address the needs of diverse learners.	Design activities for the child with sensory integration disorder (deficiency)	Cognitive (Application)	Teacher attatches velcro under the desk for this child.During the game and puzzle, this child is in a cubicle with earphones to filter out sounds.	How can the diverse learners be accommodated in this lesson?Do you have students with AT provided in their IEP?
Goals	Sub-Goals (Objectives)	Types of Learning	Assessment Strategty	Feedback Strategy
Professional Goals (Mentor): 7. Ask pertinent and leading questions to help clarify teacher goals and procedures.	Ask clarifying statements.	Cognitive (synthesis)	Conferences with teacher as frequent as needed by phone and in person. Create audio recording of coaching sessions for coaching partner. Mentor observes response of mentee in meetings Mentor reflects on coaching sessions & questioning strategies.	Did teacher understand my communication clearly in discussions, and by phone? Do we need to meet more often? Does the teacher feel comfortable asking questions, sharing ideas? What do I need to do to help the teacher be successful? Did I listen patiently without interrupting?
	Ask focused questions.	Cognitive (application)
	Facilitate by encouraging student-centered instruction.	Cognitive (application)
	Facilitate by inquiring concerning technology application	Cognitive (application)
8. Evaluate effective coaching/mentoring strategies	Incorporate clarifying questions	Cognitive (analysis)	Conference with coach and other peers concerning improvements on my part. Confer with coach concerning features of the audio recording.	After looking at the lesson, is there anything else I can do to help you? What are some mentoring strategies that I might incorporate that I failed to use?
	Describe various mentoring strategies
	Appraise mentoring strategies

This rubric will be used by the teacher to evaluate the students after completion of the review of letters A-E.

Assessment Instruments

Rubric

The rubric below will be used to assess the acceptable level of learning of the sounds: A-E, through the vehicles of classroom discussion during opening presentation, Matching Game and Jigsaw Puzzle.

Learning Goals:

1. Work cooperatively to learn the sounds: A-E.

Learning Objectives:

1. Experiencing a presentation, review the sounds A-E and associate objects that start with those sounds.

2. Use HyperStudio and associate photos of objects that begin with a specified sound.

3. Recall words that start with designated sounds.

4. Insert words correctly to complete jigsaw puzzle.

Review of Sounds: A-E
1st Grade
Misti Necessary

	Mastered 5	Some of the Time 4	With Help 3	Cannot Do 1	Score
Master the sounds: A-E	Recognize and associate all of the sounds perfectly	Recognize and associate all of the sounds some of the time.	Can recognize and associate sounds with teacher guidance.	Not recognizing sounds.
Match sounds and objects in matching game	All sounds/object matched correctly.	Most all sounds/objects matched correctly.	Some sounds/objects matched correctly.	No sounds/objects matched correctly.
Jigsaw Puzzle	All parts of the puzzle completed correctly.	Most parts of the puzzle completed correctly.	Some parts of the puzzle completed correctly.	Unable to work the puzzle.