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Master Tech Teacher

MASTER TECHNOLOGY TEACHER CERTIFICATION PROGRAM

Education Service Center
Region XI

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

Sandra Hines

Assessment Instruments
Objectives
What

tasks, strategies, instruments
How

the processes, how often
Why

How do the selected tools support the learning goals and the learning principles guiding the design?
To enable continuous/frequent feedback between instructor and students Observations:

Questions

 Listening to group discussions- daily

Watching computer screen - daily in lab

Student work - daily

Referring to rubric daily for student guidance

Questioning students - daily

 Provides constant data and feedback that will allow monitoring of student progress and alteration of lessons if needed.

Provides the student with a resource to judge their own work and a guide for what needs to be done.

Provides a source for monitoring and guidance
To encourage students to reflect on their learning progress and achievement Questioning

Rubrics

 Ask questions daily

Refer to rubric throughout process

 Provides a source for monitoring and guidance

Provides the student with a resource to judge their own work and a guide for what needs to be done.
To determine student learning progress and achievement Checklists

Rubric

 Use checklists for staying on task and evaluate progress- daily

Use rubric to guide process and evaluate final product - daily

 Provides a daily check of tasks that must be accomplished.

Provides the student with a resource to judge their own work and a guide for what needs to be done, then provides a grading instrument for the final product.
Goals
Sub-Goals (Objectives)
Type of Leaning
Assessment Strategy
 Feedback Strategy
Student Goals:
Research two forms of energy
  • Use proper research techniques
  • Properly site sources
  • Consider copyright laws
(Evaluation, Comprehension)

(Knowledge)

(Application)

 Observation

Rubric criteria

 verbal

Completion of rubric
Prepare and present research findings
  • Prepare and share a multimedia presentation that shows a comparison of two forms of energy
  • Follow copyright laws
  • Use principles of design
  • Insert graphics and/or video from UnitedStreaming
(Application, analysis, knowledge, evaluation)

(Knowledge, Application, Analysis)

(Knowledge, Application)

 Observation

Rubric criteria

Storyboard

Self assessment using the rubric

Group assessment using peer feedback

 verbal

Rubric

written

written

verbal from peers
Differentiate among forms of energy including light, heat, sound electrical, and solar energy.
  • Compare and contrast two forms of energy
  • Understand the concept of energy
  • Know that energy occurs in many forms
(Analysis, Synthesis, Evaluation)

Affective

(Knowledge)

 Discussion

Consensogram

KWL completion

Concept map

Rubric

 verbal

visual

written

completion of concept map

completion of rubric
Teacher Goals:
Increase the amount of technology included in lesson plans that address considerations for classroom management. 		Learn: PowerPoint and other technology. I also need to revisit/review Kidspiration, UnitedStreaming, and Kidpix

Determine which computer programs will fit the needs of my students.

Learn new technology. I must also be sensitive to the needs and feedback of my students. Continually stretching my knowledge boundary.

 (Knowledge/ Application)

(Analysis)

Psychomotor (Acquiring knowledge/Executing actions/Transfer of control)

Affective

 Observation

Questioning

Discussion

 Completion of lesson plan

Coaching
Professional Goals:
Improve abilities to coach teachers to reflect and think about their lesson objectives		 Understand and use proper questioning strategies

Develop my coaching style

Build trust in a mentor/mentee relationship

 Cognitive (Comprehension, Application)

Cognitive (Synthesis)

Affective

 Questioning

discussion

 Peer feedback

teacher feedback
Improve abilities to guide a teacher or group of teachers to create a technology rich unit, on the topic of their choice, which addresses the needs of diverse learners. Consider the diverse needs of all students

Analyze the needs of the teacher

Choose appropriate technology for lesson objectives and student needs

 Psychomotor (Acquiring knowledge)

Cognitive (Evaluation,
Analysis)

Psychomotor (acquiring knowledge)

 Questioning

discussion

 Peer feedback

teacher feedback
The rubric below will be used to assess the final project which is a non-linear PowerPoint and oral, group presentation.

Learning Goals:

1. Research two forms of energy.
2. Prepare and present research findings.
3. Differentiate among forms of energy including light, heat, electrical, sound, a solar energy.

Learning Objectives:

  • Plan and create a non-linear multimedia PowerPoint Presentation
  • Follow copyright laws
  • Use principles of design
  • Insert graphics and/ or video from United Streaming
  • Use Proper search techniques
  • Use NoteStar to save notes and site sources
Rubric Made Using:
RubiStar ( http://rubistar.4teachers.org )
Multimedia Project : Two Forms of Energy
CATEGORY 4 3 2 1
Storyboard Storyboard brought on due date. Student shares with peer and extensively edits based on peer feedback. Storyboard brought on due date. Student shares with peer and peer makes edits. Provides feedback and/or edits for peer, but own Storyboard was not ready for editing. Storyboard not ready for editing and did not participate in reviewing draft of peer.
Sources Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for graphics, facts and quotes, but not documented in desired format. Very little or no source information was collected.
Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar.
Content Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors.
Classification Clearly explains whether the energy is renewable or nonrenewable and whether it is thermal, chemical, electrical, electrochemical, nuclear, sound, or electromagnetic. Somewhat explains whether the energy is renewable or nonrenewable and whether it is thermal, chemical, electrical, electrochemical, nuclear, sound, or electromagnetic. Explains one aspect as to how the energy is classified. Does not classify energy.
Formation - - Clearly explains how the energy was formed. Does not explain how the energy was formed.
Uses - - Clearly explains how the energy is used. Does not explain how the energy is used.
Organization Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts.
Workload The workload is divided and shared equally by all team members. The workload is divided and shared fairly by all team members, though workloads may vary from person to person. The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.
Oral Presentation Interesting, well-rehearsed with smooth delivery that holds audience attention. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Delivery not smooth, but able to hold audience attention most of the time. Delivery not smooth and audience attention lost.
Navigation - - Uses buttons or links to allow for non-linear navigation Non-linear navigation not available.
Design principles - - Evidence of the use of principles of design. No evidence of the use of principles of design.
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© 2001, 2002, 2003 High Plains Regional Technology in Education Consortium HPR*TEC
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1072837&
Education Service Center
Region XI
3001 N. Freeway
Fort Worth, TX 76106

ESC 11
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