Assessment and Feedback Plan

Plan To:

What
(tasks, strategies, instruments)

How
(the processes, how often)

Why
(how the selected tools support learning goals/principles guiding design)

To enable continuous/frequent feedback between you and the students:

1. Observe the students as they are working.
2. Provide support and help to any students who are having difficulty or problems completing the research.

1. During the research phase and then follow up during the creation phase of the project.

1. The teacher's observation will identify any students who are challenged or discouraged to provide encouragement and support to assure that the students are not overwhelmed and will stay on track.
2. Through the teacher acting in a supportive way will provide encouragement to ensure that the students will be successful on the project.

To encourage the students to reflect on their learning progress and achievement:

1. Review with students, as necessary how to complete effective searches on the Internet.
2. Discuss with students their findings as they organize the information into their databases.

1. Demonstrate, as needed, effective search strategies and provide positive redirection if the students venture away from the assigned search tasks.
2. Allow the students to reflect with the members of their group on what they find regarding substance abuse, including discussions on anyone they have known who might have been involved with drugs or alcohol.

1. To assure that the students are successful in completing their research on discovering the dangers of substance abuse and how it impacts the lives of those involved with it.
2. As the students discuss the results of their findings and share their personal knowledge of someone they have known who has been involved with substance abuse, that they will come to the realization of the consequences associated with it.  

Determine your student's learning progress and achievement.

1. Continual monitoring throughout the entire project.
2. Evaluate student-created presentations.

1. Through the collaborative presentations created by the students, which should demonstrate what they have learned regarding the dangers of substance abuse.  

1. The oral presentations will provide the teacher with feedback as to student's ability to transfer the knowledge they gained from their research into a presentation that will demonstrate their understanding. The use of a rubric can provide the assurance that the students have met the teacher’s expectations.  

Assessment Strategies

Sub-Goals
(Objectives)

Type of Learning

Assessment Strategy

Feedback Strategy

Student Goals

Complete research on different types of substance abuses.

1. Use keyword search
2. Access websites from links
3. Find relevant information from the Internet

Application
Synthesis
Comprehension

Collaboration

Demonstration/Direct Instruction

Teacher Observation

Organize and prepare the results of the findings.

1. Organize data into a database format
2. Prepare multi-media presentation
3. Work effectively in a collaborative group to achieve desired outcome.  

Application

Synthesis

Comprehension

Collaboration

Demonstration

Completed database files

1. Use laptop, projector and inter-active whiteboard to present collaborative report.
2. Use effective presentation techniques for oral presentation.

Application
Synthesis

Oral Presentations

Teacher Observation

Presentation checklist

1.      Preview lesson plans from the TASTE and PAVE Grants lesson plan database.

2.      Observe classrooms where technology is being used effectively.

Analysis

Evaluation

Development of technology infused lesson plan

1.      Complete practice exercises using MS Office Suite and Inspiration.

2.      Brainstorm ideas for different ways software applications could be applied within existing lesson plans.

Evaluation

Completion of practice exercises

1.      Develop effective questioning strategies.

2.      Develop a positive and supportive coaching style.

3.      Develop a relationship built on trust and mutual respect.

Affective

Assessment Rubric

Collaborative groups of students will use information acquired from the Internet to create an multimedia presentation that will demonstrate their understanding of what substance abuse is, the consequences of substance abuse and their ability to successfully work with other students in their group to create and present the project.

TEKS 115.32 Health 1, Grades 9-10

(5)  Health information. The student understands how to evaluate health information for appropriateness. The student is expected to:

(A)  develop evaluation criteria for health information;

(B)  demonstrate ways to utilize criteria to evaluate health information for appropriateness;

(7)  Health behaviors. The student analyzes the relationship between unsafe behaviors and personal health and develops strategies to promote resiliency throughout the life span. The student is expected to:

(A)  analyze the harmful effects of alcohol, tobacco, drugs, and other substances such as physical, mental, social, and legal consequences;

(B)  explain the relationship between alcohol, tobacco, and other drugs and other substances used by adolescents and the role these substances play in unsafe situations such as Human Immunodeficiency Virus (HIV)/Sexually Transmitted Disease (STD), unplanned pregnancies, and motor vehicle accidents;

(C)  develop strategies for preventing use of tobacco, alcohol, and other addictive substances;

(D)  analyze the importance of alternatives to drug and substance use;

(8)  Influencing factors. The student analyzes the effect of relationships on health behaviors. The student is expected to:

(A)  evaluate positive and negative effects of various relationships on physical and emotional health such as peers, family, and friends; and

(B)  explain the benefits of positive relationships among community health professionals in promoting a healthy community.

(16)  Personal/interpersonal skills. The student synthesizes information and applies critical-thinking, decision-making, and problem-solving skills for making health-promoting decisions throughout the life span. The student is expected to:

(A)  identify decision-making skills that promote individual, family, and community health;

(B)  summarize the advantages of seeking advice and feedback regarding the use of decision-making and problem-solving skills;

(C)  classify forms of communication such as passive, aggressive, or assertive; and

(D)  associate risk-taking with consequences such as drinking and driving.

(17)  Personal/interpersonal skills. The student applies strategies for advocating and evaluating outcomes for health issues. The student is expected to:

(A)  research information about a personal health concern;

(B)  demonstrate knowledge about personal and family health concerns; and

(C)  develop strategies to evaluate information relating to a variety of critical health issues.

Source: The provisions of this §115.32 adopted to be effective September 1, 1998, 22 TexReg 7740.