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 trainer and the teachers.	Continuously throughout the class period.	As questions and if a problems arises, the trainer 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 teachers to reflect on their prior learning progress and achievement of using software to create handout.	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 teacher discuss out loud to peers on what they did & why they selected those objectives. Then have teachers offer suggestions, if necessary then have suggestions from the trainer.	Prompt questions often from the assignment and rubric worksheets.
Printing handout of TAKS objective that meet student needs.	Create TAKS handout Rubric Discussion & Reflection.	1.) Observing their work in progress & its product(handout). 2.) Evaluation using a Rubric.	Evaluation using the Benchmark results and Rubric. Teacher & trainer to evaluate finished product together.

Goals	Sub-Goals	Type of Learning	Assessment Strategies	Feedback Strategy
Determine what TAKS objectives need to be targeted for their students.	Teachers will ask for benchmark results from the Campus Facilitator. Data will be desegregated by the AEIS-IT program.	Psychomotor Cognitive	Data will be desegregated by the AEIS-IT program. Data will be checked by trainer one week prior to training session.	Do they have desegregated data for all of their current students to determine what weak areas to target? Have you found what TAKS objectives you will have to concentrate on?
Log into Webccat.	Find the appropriate url. Enter Username Enter Password	Psychomotor: Executing Actions.	Observe students as they type in the url, username and password.	Do they have pictures in the right group and order?
Create a handout on TAKS objective based on area of weakness.	Create an assessment Select Test Information Select TAKS Objective Items Add TAKS Obj. to handout Determine and select Sequence and Settings View Handout	Psychomotor: Executing Actions.	Observe teachers as they create their handout	Does the project have enough section? Does it have enough information about each animal group?
Save & create handout.	Save information to usb drive and print handout from network printer.	Psychomotor: Executing Actions.	Observe teachers as they save & print their handout.	Does the handout meet the needs of specific TAKS objectives? Did you cover enough TAKS objectives?
Present their handout to peer, mentor, & administrator. Then use it in the classroom for students.	Use handouts to increase student knowledge and performance on TAKS objectives.	Affective Cognitive	Observe students project and assess it using the rubric.	Reassure teachers work with positive comments. Make comments using rubric that are both positive and constructive.