ESC 11 Master Technology Teacher Certification Program

MTTC Mentoring Field Experience Home Page

MASTER TECHNOLOGY TEACHER CERTIFICATION PROGRAM

Education Service Center
Region XI

Giving them the tools that will stay with them for a life time

Sherry Brott

Assessment Instruments

	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	Observe learner's partcipation. Ask questions.	Monitor signaling system (red/green cups) Continually throughout lesson.	Provide constant feedback and encouragement to promote success of learner.
b) to encourage the students to reflect on their learning progress and achievement	Reflective questions. Check-point handout	Periodically during the unit and at targeted check points.	Self-monitoring will help ensure that each student is contributing to completion of the group project.
c) to determine your students' learning progress and achievement	Teacher observation during the lesson with anecdotal notes Use rubric to evaluate final brochure or newsletter.	Continually through lesson. At completion of lesson.	The rubric will be the basis for determining student success.

Assessment Strategies


Goals	Sub-Goals (Objectives)	Type of Learning	Assessment Strategy	Feedback Strategy
Student Goals 1. Identify the Six-Traits of good writing,	1. List the 6 traits and match each to a descriptor and example. 2. Identify organizational traits of good writing. 3. Identify sample passages from literature that exhibit each of the six traits.	1. Cognitive - Knowledge, comprehension, evaluation Psychomotor – acquire knowledge 2. Cognitive - Knowledge, comprehension, analysis Psychomotor – acquire knowledge 3. Cognitive – Evaluation, analysis Affective	Teacher observation	Verbal
2. Produce original works that demonstrate the six traits of good writing.	1. Use correct grammar, spelling, usage rules. 2. Write with clarity 3. Use the six traits of writing.	1. Cognitive – knowledge Psychomotor – execute actions. 2. Cognitive – knowledge, evaluation, analysis, synthesis. Affective 3. Cognitive – knowledge Psychomotor – execute actions. Affective	Peer-Editing and teacher evaluation of final works.	Verbal and Written (peer-editing) Verbal and Written (Conferencing with teacher)
3. Work cooperatively to publish a brochure that demonstrates student’s learning.	1. Use “My Brochure Maker.com” website. 2. Demonstrate basic elements of design. 3. Collaborate with others to produce a product. 4. Evaluate information to be included in the brochure.	1. Cognitive – Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Psychomotor – execute actions, transfer of control, generation. 2. Cognitive – knowledge, application, evaluation Psychomotor – execute actions, generation Affective 3. Psychomotor – transfer of control 4. Affective	Teacher observation Rubric for creating of the brochure.	The rubric will server 2 purposes: 1. give the students clear understanding of the requirements for the project. 2. Provide the means for assessing student success in meeting the requirements.
Teacher Goals 4. Incorporate technology into a lesson or unit on writing	1. Choose a technology based product for students to demonstrate learning. 2. Use technology to deliver instruction	Cognitive – synthesis Psychomotor – generation Affective - awareness	Discussion of technology choice. Completion of PP presentation to use during delivery of lesson.	Verbal
6. Evaluate and adjust to the needs of diverse learners.	Modify instruction to provide differentiated learning for identified students.	Cognitive – Analysis Affective	Discuss modifications in lesson plans	Verbal
7. Encourage use of higher-level thinking skills	Develop essential questions and open-ended unit questions	Cognitive – Analysis, Synthesis Psychomotor - generation	Discussion of Essential Questions and unit questions.	Verbal
Professional Goals 8. Improve questioning skills	1. Listen to mentee carefully 2. provide wait time 3. ask for clarification when necessary instead of assuming what might be obvious to me, but hasn’t been thought out by the mentee.	Cognitive – comprehension, application Psychomotor - generation Affective	Self-evaluation
9. Improve mentoring skills	1. Develop a trusting relationship. 2. Participate in pre-production, post-production and distribution of products.	1. Refrain from picking up the mouse instead of guiding her while she does an action herself. 2. Slow down while telling how to do something.	Self-evaluation

Rubric

The rubric below will be used to assess brochure created by 4th graders working in Cooperative groups.

Learning Goals:

1. Work cooperatively to publish a brochure that demonstrates student’s learning.

Learning Objectives:

1. Use “www.MyBrochureMaker.com ” website to create a brochure.

2. Demonstrate basic elements of design.

3. Use correct spelling and grammar.

4. Collaborate with others to produce a product.
5. Include content that demonstrates student knowledge of 6-Traits writing skills as applied to specific examples.

Making a Brochure: 6-Traits Writing

Group Name: _______________________ Student Name: __________________________

Part 1 – Group Assessment

CATEGORY	10	8	7	5
Writing - Grammar	There are no grammatical mistakes in the brochure.	There are no grammatical mistakes in the brochure after feedback from the teacher.	There are 1-2 grammatical mistakes in the brochure even after feedback from the teacher.	There are several grammatical mistakes in the brochure even after feedback from the teacher.
Spelling & Proofreading	No spelling errors remain after one person other than the typist reads and corrects the brochure.	No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure.	No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure.	Several spelling errors in the brochure.
Writing - Mechanics	Capitalization and punctuation are correct throughout the brochure.	Capitalization and punctuation are correct throughout the brochure after feedback from the teacher.	There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback the teacher.	There are several capitalization or punctuation errors in the brochure even after feedback from the teacher.
Content - Accuracy	Examples for all 6 Writing Traits are accurate.	Examples for 5 of the 6 Traits are accurate.	Examples for 4 of the Traits are accurate.	Examples for less than 4 Traits are accurate.
Attractiveness & Organization	The brochure has exceptionally attractive formatting and well-organized information.	The brochure has attractive formatting and well-organized information.	The brochure has well-organized information.	The brochure's formatting and organization of material are confusing to the reader.

Part 2 – Individual Student Assessment

CATEGORY		10	8	7	5
Contributions		A definite leader who contributes a lot of effort.	A strong group member who tries hard!	A satisfactory group member who does what is required.	. May refuse to participate.
Quality of Work		Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.		Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others		Almost always listens to, shares with, and supports the efforts of others.	Usually listens to, shares, with, and supports the efforts of others.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Pride		Work reflects this student's best efforts.	Work reflects a strong effort.	Work reflects some effort.	Work reflects very little effort .

Date Created: 2004-06-30
rubistar.4teachers.org

Education Service Center
Region XI
3001 N. Freeway
Fort Worth, TX 76106

SITE MAP