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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 facilitator and the participants |
Observe learner's faces, actions and computer screens.
Ask guiding questions.
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Continually throughout the process
of accessing data, arranging data, learning the traits,
developing writing opportunities |
Provide constant feedback and
guidance to ensure they can perform the tasks |
| b) to encourage the participants to
reflect on their learning progress and ability to develop
lessons |
Reflective questions.
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Provide an evaluation instrument
for the participants to provide feedback to the facilitator
and a set of questions that guide them to reflect on their
learning and application of that learning
|
The session evaluation will
provide feedback to the facilitator on what worked, what did
not work and suggestions for improvement. The reflection on
learning will provide the learner and facilitator with
acknowledgement of the quality of what they are learning and
how it will affect student achievement |
| c) to determine your participants' learning
progress and achievement |
Observe the ability to complete the data collection and
analysis. Provide a rubric for the Powerpoint presentation.
Ask for peer review of implementation of writing
strategies.
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Ask questions as the teachers collect and analyze their
data. Provide observation feedback as they work on gathering
knowledge and creating their Powerpoint presentation.
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Questioning will provide feedback as to whether or not the
teachers are able to pull the data and analyze it. 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 |
Participant Goals
Use Schoolnet to access, pull, arrange and analyze
student data |
1. Log in to Schoolnet, access, organize and export student
data to Excel.
2. Analyze writing scores
|
1. Analysis
2. Evaluation
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Observation
Questioning
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Verbal
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| Learn and apply the six +1 writing
traits to improve student achievement |
1. Log into six +1 website, acquire information and develop a
Powerpoint presentation.
2. Develop quality writing opportunities in the
curriculum
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1. Synthesis
2. Analysis
3. Application
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|
Verbal
Rubric
|
Facilitator Goal
Evaluate and apply elements of effective instructional
design and integrate technology to enhance professional
development |
1. Plan the staff development.
2. Develop the activities.
3. Develop evaluation and assessment instruments.
4. Reflect on the process.
|
1. Synthesis
2. Analysis
3. Evaluation
4.Comprehension
5. Analysis
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Discussion
Completion of Rubric
|
Verbal |
| |
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| Professional Goals: 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
|
Rubric
The rubric below will be used to assess the Powerpoint
Presentation created during the staff development session.
Learning Goals:
- Use Schoolnet to pull student TAKS data, export to Excel and
analyze writing scores
- Use Inspriration to brainstorm what teachers are currently
doing to enhance writing scores
- Learn the six +1 Analytical model for Writing Assessment and
be able to apply it
- Embed, into the curriculum, opportunities for students to
practice quality writing
Learning Objectives:
1a Log in to Schoolnet, pull data and export to Excel
1b Analyze TAKS writing scores
2a. Brainstorm current curriculum writing opportunities
2b Brainstorm how to include more writing opportunities in
the curriculum
3a Work collaboratively to understand the six +1 writing
traits and create a Powerpoint presentation to show your
understanding
3b Analyze student writing samples using the six +1 writing rubric
4a Work collaboratively to embed quality writing opportunities
into the
curriculum
4b Develop writing lessons to support the curriculum
| CRITERIA |
4 |
3 |
2
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Score Received |
| Content |
Completely describes the model and it's history.
Completely defines and gives examples of all six traits.
Provides examples of scoring for all traits. |
Adequately describes the model. Adequately
defines the traits and gives examples with little missing
information. Provides examples for scoring. |
Somewhat describes the model and provides
examples. Provides few examples of scoring. |
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| Presentation |
Presentation has at least 10 slides.
Presentation has a theme with consistent color, font and
style. |
Presentation has 8-10 slides. Theme can be
recognized, but is not completely consistent. |
Presentation has less than 8 slides and does not
portray an theme. |
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| Acknowledgement |
Completely and accurately cites resources. |
Citations provided, but not completely correct. |
Few citations not completely correct. |
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