Assessment & Feedback Plan

Assessment Instrument	How? The Processes, how often?	Why? How do the selected tools support goals & principles?	What? Tasks, strategies, instruments
To enable continuous/frequent feedback between you and the students.	Continuously throughout the class period.	As questions and problems arise, the teacher will call it to the attention of the class. Knowledge derived from the discussion may be needed later.	Question & Answer, Individual (1to1) Assistance, & Discussion
To encourage the students to reflect on their learning progress and achievement	1.) A few minutes prior to the end of each class period. 2.) Upon completion of the project. 3.) After the presentation of the project.	Prior to dismissal, have students reflect out loud to peers on what did & did not work. Then have students offer suggestions, if necessary then have suggestions from the instructor.	Daily checkpoint reviewed from the assignment and rubric worksheets.
To determine your students' learning progress and achievement	1.) Presentation of Slideshow. 2.) Discussion &Reflection. 3.) Rubric	1.) Observing their work in progress & its Presentation. 2.) Evaluation using a Rubric.	Students question. Evaluation using the Rubric by student & teacher to evaluate finished product.

Goals	Sub-Goals	Type of Learning	Assessment Strategies	Feedback Strategy
Use pictures of animals at the zoo by using the digital camera.	Small groups of students will take pictures of birds, cats, primates, and other mammals.	Psychomotor Cognitive	Checking digital pictures to ensure that the correct type and number of pictures have been acquired.	Did you take pictures of birds? Did you take pictures of cats? Did you take pictures of primates? Did you take pictures of mammals? Did you take enough pictures?
Create a storyboard and a dialog for the pictures in the Slideshow.	Organize pictures and create a dialog for the Slideshow.	Cognitive: Executing Actions, Knowledge, Comprehension.	Observe students as the computers as they organize their ideas.	Do they have pictures in the right group and order?
Create a Slideshow presentation containing all relevant information about birds, cats, primates, and other mammals.	Insert pictures, dialog, and transitions.	Psychomotor: Executing Actions.	Observe students as they create their slideshow.	Does the project have enough section? Does it have enough information about each animal group?
Produce & Save slideshow.	Produce slideshow	Cognitive: Application & Synthesis Psychomotor:	Observe students as they produce their slideshow.	Does their project conform to the rubric standards?
Present their slide show to the students and teachers	Present their project to the class that meets the rubrics requirements.	Affective Cognitive	Observe students project and assess it using the rubric.	Reassure students work with positive comments. Make comments using rubric that are both positive and constructive.
Address the needs to learning experiences for diverse learners	Check Individual Education Program on all applicable students to ensure that the needs of diverse learners are being met.	Cognitive Affective	Check Modifications (IEP). Provide easy access to equipment that will foster the maximum instructional performance for all students.	Check with Special Ed teacher if strategies and appropriate materials are ready for use.
Reason about integrating technologies in foundation and enrichment curricular to develop a technology integrated lesson with effective classroom management	Create handouts to demonstrate what is expected from the project. Participation in the creation and presentation of student projects. Develop and create a rubric for assessment.	Psychomotor Cognitive: Application	Develop handout will all pertinent information. Observe and assist students as needed in the creation of their project. Determine if the rubric will yield reliable and valid results.	Is the rubric understandable? Will the rubric assess student outcomes? Will the rubric allow extra credit?