|
|
|
Assessment andFeedback Plan
|
|
Objectives
|
What
(tasks,strategies, instruments)
|
How
(the proces, how often)
|
Why
(how the selected tols support learning goals/principles guiding design)
|
| To enable continuous / frequent feedback between you and students |
Continuous circulation around room, observations, discussion |
walk around room watching computer screens, questioning and discussion
to clarify concepts |
Monitoring provides opportunities for questions and guidance, questions
and discussion show thought process |
| To encourage the students to reflect on their learning progress and achievement |
Questionsing, review at end of class, and rubric |
Regular questions asked daily, review information at end of each day
|
Monitoring provides opportunities for questions and guidance, and closing
review sums up the days lesson |
| To determine students learning progress and achivement |
Monitoring progress daily. and rubric |
Daily |
Monitoring allows the teacher to observe student daily progress, and allows
for students to have constant feedback from teacher |
| |
|
Assessment Strategies
|
|
Student Goals:
|
|
Learning Goals
|
Type of Learning
|
Sub-Goals (Objectives)
|
Assessment and Feedback Strategies
|
|
1. Increase reading, listening, speaking, phonics,
grammar, and spelling
|
Knowledge
Comprehension
Application
|
Use of variety of word identification strategies |
Teacher Observation
Peer Evalation
Verbal
Self evaluation
|
| Read with fluency and understanding |
| Spell proficiently |
| Listen attentively and engage in oral experiences |
|
2. Identify the parts of a letter
|
Knowledge
Comprehension
Application
Synthesis
|
Examine a letter and discuss
the different parts
|
Teacher Observation
Verbal
|
|
Create a postcard
using the parts of a letter in MS Publisher
|
Rubric
|
|
2.
Gain skills and confidence in using scientific measurement tools by measuring,
graphing and analyzing the size of different whales
|
Knowledge
Comprehension
Application
Application
Synthesis
|
Use rulers to measure,
in centimeters, the length of different whales
|
Teacher Observation
Verbal
|
|
Transfer data into charts
and graphs
|
|
3.
Discovery/research skills will be used to learn
about whales (pre-selected materials/sites will be provided)
|
Knowledge
Comprehension
|
Identify mammals
|
Teacher Observation
Verbal
|
|
Identify whales
|
|
Understand effective research
strategies
|
|
4. Present compiled information
|
Knowledge
Comprehension
Application
Application
Synthesis
|
Create a postcard using
the parts of a letter on one side, while the other side demonstrates their
knowledge of whales (through a picture).
|
Rubric
Peer Evaluation
|
| Teacher Goals: |
|
|
|
|
1. Develop
a higher comfort level of technological tools
|
Knowledge
Application
|
Increase comfort level of software applications
and to support the decision making process of appropriate software selection
|
Verbal
|
|
2. Learn
to use technology effectively in the classroom to engage all students
and ensure high level student centered learning
|
Application
Analysis
|
Be able to choose and use
effective tools that best fits my objectives
|
Verbal
|
|
3.
Collaborate to discover new ways to assess and evaluate student progress
in reaching stated goals
|
Knowledge
Comprehension
|
Discuss with others creative
ways to assess student progress using technology
|
Metacognition, verbal,
and/or written
|
|
4. Further
student involvement and coopeation in all classroom activities
|
Knowledge
Comprehension
Application
|
High level of student involvement with work
Provide clear student expectations
|
Metacognition, verbal, written, and/or
electronic
|
|
5. Establish
a productive working environment
|
Application
|
Relatively little wasted time, confusion, or
disruption
Work-oriented, but relaxed and pleasant climate
|
Metacognition
|
|
6. Use effective
teaching practices that are sensitive to each students cultural heritage,
sense of self, view of world, and acquired knowledge and skills
|
Knowledge
Comprehension
Application
Synthesis
|
Scaffolded instruction
Mnemonics
Reciprocal teaching
|
Metacognition, verbal, written, and/or
electronic
|
|
7. Asissting
students develop appropriate social perceptions and interactions with
others and learn how to work for desirable social change.
|
Comprehension
Application
Synthesis
|
Follow rules and know what is expected of them
in the classroom
Cooperative learning
|
Verbal
|
|
Professional Goals:
|
|
|
|
|
1.
Communicate effectively using questioning strategies to help clarify teacher
goals, identify desired outcomes, and anticipate problems and their solutions.
|
Application
Analysis
|
Ask questions, give mentees
enough time to orgainze ideas, and facilitating the teacher in integrating
technology into the foundation and enrichment of their curricular content.
|
Metacognition, verbal,
written, and/or electronic
|
|
2.
Coach teachers in developing the ability and confidence to implement technology-enhanced
lesson plans.
|
Application
Analysis
Synthesis
|
Develop effective questioning
strategies.
|
Metacognition, verbal,
written, and/or electronic
|
|
3.
To use coaching/mentoring skills that appeal to different learning styles.
|
Application
Analysis
Synthesis
|
Build cognitive skills
that encourage trust: withholding judgment, posing open-ended questions,
meditative questions, using silent, paraphrasing, probing and summarizing.
Develop elegant communication
skills
|
Metacognition, verbal,
written, and/or electronic
|
|
|
|
|
