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Assessment Instruments |
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Ashley Coffman |
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Formal and Informal Assessment and Feedback Plan |
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| Objectives |
What Tasks, strategies, instruments |
How The processes, how often? |
Why How do the selected tools support your learning goals and the learning principles guiding your design? |
| To enable continuous/frequent feedback between you and the students and mentee. | Quiz | Prior to start of project | Pre-assessment of current knowledge needed for foundation of project. |
| Class Discussion | At start of Day 1 | Teacher will lead discussion to connect material to real world and introduce project. She will ask questions to actively involve students in the discussion and spark interest. | |
| Q&A Session | At start of Days 2-4 | Students will have opportunity to pose questions in their journal that will be answered either by teacher or peer in the daily Q&A session. This allows common questions to be answered at start of each day in the group setting and eliminate repetitive questions. | |
| Observation | Continually | Teacher will monitor students to evaluate progress and understanding. She will offer support, feedback, and direction to teams as needed. | |
| Individual Tutoring | After school (2 days) | Teacher will offer assistance to individuals and teams. | |
| To encourage the students and mentee to reflect on their learning progress and achievement. | Guidelines/Checklist (self-check) | Continually | Students will have both the project guidelines and a checklist to ensure individual accountability and keep track of team progress, i.e. meeting all project requirements on a timely basis. |
| e-Journal | After each class period | Students will email teacher their journal after each class period. In the journal, they will respond to reflective questions and also have opportunity to ask questions that will be addressed in Q&A session. | |
| Peer Evaluations | At end of project | Peers will evaluate other teams' presentations which will force attentiveness and promote further learning. | |
| To determine your students' and mentee's learning progress and achievement. | Observation | Continually | Teacher will observe students on a daily basis to assess work effort and individual accountability. |
| Direct Questioning | Continually | Teacher will probe for understanding and guide learning through use of questioning. | |
| Project Rubrics | At end of project | Teacher will formally assess student achievement of stated goals and objectives. | |
| Team Evaluation | At end of project | Team members will rate each other on cooperative skills, work effort, and individual accountability. | |
| Student Learning Goals | Sub-Goals (Objectives) | Type of Learning | Assessment Strategies | Feedback Strategies |
| The student will understand how trigonometric functions relate to the phenomenon of rainbows. | Describe the physical characteristics of rainbows. | Knowledge |
Participation (discussion)
Observation Teacher Evaluation e-Journal Team Evaluation Peer Evaluations |
Written, brainstorming
Verbal Rubric, grade Electronic (email reply) Rubric, grade Rubric |
| Understand Snell’s Law of Refraction and the Law of Reflection through research. | Knowledge, comprehension | |||
| Analyze the correlation between rainbows and the trigonometric laws and present findings to class. | Analysis, synthesis | |||
| The student will apply their knowledge to verify water’s index of refraction to prove Snell’s Law. | Learn alternative ways to calculate trigonometric functions. | Knowledge |
Observation Teacher Evaluation e-Journal |
Verbal Rubric, grade Electronic (email reply) |
| Calculate the index of refraction using given data. | Application | |||
| Understand the real world is only an approximation of the mathematical model. | Comprehension, evaluation | |||
| Teacher Learning Goals | Sub-Goals (Objectives) | Type of Learning | Assessment Strategies | Feedback Strategies |
| The teacher will plan, implement, and assess a technology-integrated lesson that accommodates diverse learning. | Recognize project guidelines needed for student success. | Application |
Project rubric (use to assess student success)
Discussion (post-project with students and mentor) Self-evaluation |
Written
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Incorporate various methods of instruction that support diverse learning styles. |
Application | |||
| Provide challenge activity for Gifted & Talented students. | Analysis, synthesis | |||
| Create a rubric to guide students and evaluate progress towards goals. | Synthesis, evaluation | |||
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The teacher will create a collaborative learning environment that actively engages the students and facilitates classroom management. |
Recognize classroom management issues related to the use of the computer lab and develop expectations. | Knowledge |
Observation
Discussion (post-project with students and
mentor) |
Metacognitive
Verbal |
| Make learning meaningful by connecting trigonometry to the real world. | Application | |||
| Utilize cooperative learning to capitalize on individual strengths and compensate for weaknesses. | Knowledge, analysis | |||
| Mentor Learning Goals | Sub-Goals (Objectives) | Type of Learning | Assessment Strategies | Feedback Strategies |
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I will develop questioning techniques that guide the teacher through the process of creating a technology-integrated lesson focused on the learner. |
Utilize questioning techniques that stimulate thinking and clarify their goals and objectives. Avoid questions that suggest. |
Comprehension, application |
Observation (analyze recorded sessions) Self-Evaluation Mentee Feedback |
Written, metacognitive Written (journal), metacognitive Verbal, written |
| Allow sufficient time for teacher to meditate and produce their own solutions. | Application | |||
| Improve listening skills. | - | |||
| Research learner-centered activities relevant to math. | Knowledge, comprehension | |||
| I will effectively apply mentoring skills to develop the teacher’s confidence and independence using technology to enhance lessons. | Establish good rapport with mentee. Build trust and always stay positive. | - |
Self-evaluation Mentee Feedback Observation (monitor mentee's technology-integration in future) |
Written (journal) Verbal, written |
| Design training that enables to teacher to learn new technologies. | Knowledge, comprehension, synthesis | |||
| Research and propose software options but give the teachers autonomy to select the appropriate technology for their lesson. | Knowledge, comprehension, application | |||
| Encourage the teacher to reflect on lesson and focus on the positive results. | Analysis, evaluation | |||