Assessment Instruments

MASTER TECHNOLOGY TEACHER CERTIFICATION PROGRAM

Education Service Center
Region XI

Sharyn Grisham

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 direct instruction and student group work	Teacher will ask questions to determine the understanding of students and give feedback during direct instruction, and group work. Questioning will allow the students to demonstrate their understanding of the learning goals and objectives as a class and individually. This requires participation from teacher and students following the dual-centered model.
b) To encourage the students to reflect on their learning progress and achievement	Questioning Summarizing Observation Class Discussion	During the lesson, group activity and at the end during class discussion.	Students will be given the opportunity to think about what they've learned and to share it with the class.
c) To determine your students' learning progress and achievement	Observation Checkpoints Rubric	During lesson, at the end of each part of the activity, and after lesson completion	Teacher will use her observations and completed group rubric to address the student learning goals & objectives.
Goals	Sub-Goals (Objectives)	Types of Learning	Assessment Strategy	Feedback Strategy
Student Goals 1. Use the Internet to research businesses in the colonial era and in modern times.	Evaluate Internet sources Proper use of copyright Refine search techniques	Cognitive (Evaluation, Application)	Teacher Observations	Oral feedback Did students use refined searches? Did students work well in groups?


2. Create a PowerPoint presentation that will compare and contrast businesses in the colonial era and in modern times	Proper use of copyright Compare/contrast information	Cognitive (Application, Synthesis) Affective (Receiving and responding to others)	Rubric	Written and oral feedback Did PowerPoint presentation meet criteria? Did all students actively participate?

3. Use Inspiration software to create a graphic organizer to record how entrepreneurs bring together the factors of production	Demonstrate how land, labor, and capital work together to produce a product Present complex infomation in a well-organized manner	Cognitive (Analysis, Comprehension, Synthesis) Psychomotor (Executing Actions)	Rubric	Oral and written feedback Did students demonstrate mastery?
Goals	Sub-Goals (Objectives)	Types of Learning	Assessment Strategy	Feedback Strategy
Teacher Goals: (Instructor) 1. Determine lesson objectives, integrating technology for student achievement and enrichment	Develop lesson plan Set objectives	Cognitive (synthesis) Affective	Teacher has completed her PowerPoint for basic information delivery Discuss modifications needed for students	Oral and written feedback Did you convey the information you wanted to teach? What technology enhanced student learning?

2. Create a lesson promoting higher level thinking skills for diverse learners	Meet with mentor to plan Distinguish the needs of diverse learners Plan experiences for diverse learners Use proper questioning techniques to promote higher level thinking	Cognitive (Analysis, Evaluation) Affective Psychomotor (Executing Actions)	Discussion with mentor	Oral and/or written feedback How did you meet the needs of diverse learners?


3. Implement proper technology tools to meet lesson objectives, considering special needs of students	Planning meeting with mentor Distinguish the needs of diverse learners Plan learning experiences for diverse learners Use proper questioning techniques to promote higher level thinking	Cognitive (Analysis, Evaluation) Affective Psychomotor (Executing Actions)	Discussion with mentor	Oral and/or written feedback Did you include learning experiences for diverse learners? Did you promote higher level thinking?
4. Develop and use classroom management strategies	Planning meeting with mentor Determine software and hardware needs Determine use of Assistive Technology Identify methods for including all students in active learning	Cognitive (Analysis, Evaluation, Application) Affective Psychomotor (Executing Actions)	Discussion with mentor	Oral and/or written feedback Was the hardware and software appropriate? Was Assistive Technology effective? Were all learners involved in active learning?
Goals	Sub-Goals (Objectives)	Types of Learning	Assessment Strategy	Feedback Strategy
Professional Goals (Mentor): 1. Use cognitive coaching skills to facilitate my mentee in creating a technology enhanced lesson plan .	Create and manage a trusting mentor/teacher relationship. Utilize questioning strategies that clarify meanings, stimulate thinking, and formulate new understandings in conjunction with active listening in a accepting way.	Affective Cognitive (comprehension, application, analysis, evaluation) Psychomotor (executing actions)	Self-Evaluation	Did I build a trusting mentor relationship? Were my questioning strategies effective/

2. Mentor other teachers to create a student-centered environment	Identify instructional strategies/resources for diverse learners.	Cognitive (comprehension, application, evaluation)	Mentor/mentee evaluation	Did we identify instructional strategies/resources for diverse learners?

POWERPOINT RUBRIC

CRITERIA	1 POINT	2 POINTS	3 POINTS	4 POINTS	TOTAL
Storyboard Planning (Inspiration)	Few slides and no overview of presentation	The slides are not in logical order & have incomplete information	The slides are in sequential order and are informative	The slides are in logical order, with important information, colors, fonts, & graphics indicated.
Subject Knowledge/Content	Subject knowledge is not evident. Information is confusing, incorrect, and flawed.	Some knowledge is evident, but some information is confusing and/or incorrect.	Knowledge is evident in much of the project. Most information is clear and correct.	Subject knowledge is evident throughout the project. All information is clear and correct.
Introduction/ Conclusion	There is no definite introduction or conclusion.	There is an introduction but no conclusion or visa versa	There is evidence of an introduction and a conclusion.	The introduction has a sharp focus, and the conclusion is effective.
Writing Mechanics	Many errors in spelling, grammar, sentence structure destroy content & major revision is needed	Spelling and grammar errors detract but content is understandable	The text is clearly written but a few spelling and/or grammar errors are noticeable	The text is clearly written with little or no errors to detract from content.
Layout	The layout is unstructured, confusing, and cluttered. Does not use space correctly. The text is very difficult to read	The layout shows some structure but the space is not used well, appearing cluttered or empty. Overall readability is difficult.	The layout uses most space appropriately. Most slides are easy to read.	The layout is pleasing to the eye, appropriate to the message, and uses space well. Fonts and point size are well chosen for easy readability.
Presentation	Spoken and visual presentation difficult to follow and understand. Little eye contact. Reads material from notes.	Spoken and visual presentation not well integrated. Some organization is evident. Some eye contact but much reading.	Integrates spoken and visual presentation. Organization apparent and appealing. Maintains balanced eye contact between audience and note cards.	Effectively integrates spoken and visual presentation. A high degree of organization, eye appeal, and effective delivery. Excellent eye contact and knowledge o subject. Does not refer to notes very much.
Participation	Did not complete assigned role in group.	Worked with the group but had to be reminded repeatedly of assigned role in group.	Worked with the group but was not an active participant. Completed assigned role in group.	Worked as an integral part of the group. Took active role in timely completion of group task.

Adapted from:

Powerpoint Rubric at http://www.lausd.k12.ca.us/Blend_School/itcould/PowerEval.htm

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

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