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Assessment Instruments
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What
tasks, strategies, instruments
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How
the processes, how often?
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Why
how do the selected tools support your learning goals
and the learning principles guiding your design?
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| a) to enable continuous/frequent
feedback between teacher and the students |
Observe learner's computer screen.
Ask guiding questions.
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Continually throughout the
research process and development of products |
Provide constant feedback to
ensure students stay on task, understand what they are
researching and documenting and to encourage them to succeed. |
| b) to encourage the students to
reflect on their learning progress and achievement |
Reflective questions.
|
During the Journal review at the
beginning and end of each period.
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Reflection in the Journal will build confidence,
elicit a sense of commitment to the goals of the team and will
improve the quality of their product. |
| c) to determine your students' learning
progress and achievement |
Monitor progress via:
Journal
Quizzes
Rubric to evaluate: Storyboard, Products to be used in the
broadcast and the broadcast
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Daily journal
Periodic Quizzes
Each product will have a rubric grade
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The journal requires students to
acknowledge their individual and group responsibilities
Quizzes help to ensure that content is being included
Rubrics serve as guides for creating each product
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Assessment Strategies
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| Goals |
Sub-Goals (Objectives) |
Type of Learning |
Assessment Strategy |
Feedback Strategy |
Student Goals
Use the Internet to research the American Revolution |
1. Identify research topics based on the KWL and WebQuest
tasks
2. Determine validity and gather important information to
support the broadcast
|
1. Synthesis
2. Application
3. Psychomotor
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Observation
Quizzes
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Verbal
Written
|
| Create Products for the News
Broadcast and create the broadcast |
Create maps, charts, models, pictures and graphs to support
the broadcast
Create the Storyboard and script
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1. Synthesis
2. Analysis
3. Application
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Verbal praise
Rubric
|
Teacher Goal
Develop a technology rich lesson. |
1. Plan the instructional unit.
2. Develop guidelines for student collaboration.
3. Develop an assessment instrument.
4. Discuss effective lab-management strategies.
5. Differentiate the needs of learners at various cognitive
levels.
|
1. Synthesis
2. Analysis
3. Evaluation
4.Comprehension
5. Analysis
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Discussion
Completion of Rubric
|
Verbal |
Professional Goals
Evaluate the needs of diverse learners. |
1. Differentiate the needs of learners at various cognitive
levels.
2. Analyze the need for assistive technologies including
equity and access.
3. Analyze the need for accessible design.
|
1. Analysis
2. Analysis
3. Analysis
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Successful implementation during lesson.
|
Verbal |
| Gain comfort with the mentoring/coaching
process. |
1. Develop a trusting relationship.
2. Participate in pre-conference, development process and
reflection
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1. Affective
2. Synthesis
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Self-evaluation
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Verbal
Rubric
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Rubric
The rubric below will be used to assess the product (MAP) used
for the broadcast on the
American Revolution developed by the cooperative group.
Learning Goals:
- Use the Internet to research how the Enlightenment is
connected to the American Revolution
- Use the Internet to research how the English Revolution
affected the American Revolution
- Use the Internet to research how the American Revolution
affected the French Revolution.
- Use Microsoft Office, Inspiration, or any multimedia products
available to create a news broadcast on the American Revolution
Learning Objectives:
1a Identify and describe major Eras
1b. Trace the process by which the democratic republican
government evolved
2a. Identify causes and evaluate effects of major political
revolutions since the 17th century
2b. Explain the impact of parliamentary on political development
2c. Define and give examples of different political systems
3a Summarize the ideas of the French Revolution concerning
separation of powers, liberty, equality, democracy, human rights
and constitutionalism and describe how it differs from the
American Revolution
4a Create graphs, pictures, charts, maps, models, a script, a
storyboard and do a news broadcast
| CRITERIA |
Excellent
95-100% |
Good 85-94% |
Satisfactory 75-84%
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Unacceptable less than 75% |
Score Received |
| Labels - Accuracy |
At least 95% of the items are labeled and located correctly. |
85-94% of the items are labeled and located correctly. |
75-84% of the items are labeled and located correctly. |
Less than 75% of the items are labeled and located correctly. |
|
| Map Legend/Key |
Legend is easy-to-find and contains a complete set of symbols, matching colors, and includes a compass rose. |
Legend contains a complete set of symbols, matching colors, and includes a compass rose. |
Legend contains a complete set of symbols, matching colors, but does not include a compass rose. |
Legend is absent or lacks several symbols, or colors are missing or do not match. |
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| Scale |
All features on map are drawn to scale and the scale used is clearly indicated on the map. Scale is sufficient to clearly understand the map. |
Most features on map are drawn to scale and the scale used is clearly indicated on the map. Scale is sufficient to clearly understand the map. |
Many features of the map are NOT drawn to scale even though a scale is clearly indicated on the map. Or, scale is insufficient to clearly understand the map. |
Many features of the map are NOT drawn to scale AND/OR there is no scale marker on the map. |
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| Labels & Features - Neatness |
95-100% of the labels/features can be read easily. |
85-94% of the labels/features can be read easily. |
75-84% of the labels/features can be read easily. |
Less than 75% of the labels/features can be read easily. |
|
| Title |
Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map. |
Title tells the purpose/content of the map and is printed at the top of the map. |
Title tells the purpose/content of the map, but is not located at the top of the map. |
Purpose/content of the map is not clear from the title. |
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| Color Choices |
Student always uses color appropriate for features (e.g. blue for water; black for labels, etc.) on map. |
Student usually uses color appropriate for features (e.g. blue for water; black for labels, etc.). |
Student sometimes uses color appropriate for features (e.g. blue for water; black for labels, etc.). |
Student does not use color appropriately.
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