|
Assessment Instruments |
|
Statement |
What |
How |
Why |
|
Tasks
Strategies
Instruments |
The processes…
How often? |
How do the selected tools support the
learning goals and the
learning principles guiding your design? |
|
Feedback:
To enable continuous and/or frequent
feedback between mentor and the students
and mentee |
Checklist
Probing question
Observation |
Daily
Written record of progress with notation
of anecdotal response to probing
questions |
Provide running record of interaction
and learning to evaluate later and use
for formative assessment |
|
Reflection:
To encourage the students and mentee to
reflect on their learning progress and
achievement |
Reflective comment sheet |
Weekly
What I did today and what I thought
about it |
Student or mentee reflection used to
evaluate lesson content and delivery as
well as assess affective domain for
formative planning |
|
Free writing journal entry
|
Students choose topic to describe,
explain, or illustrate |
|
Respond with a short written answer to a
posed question to include:
·
Peer Evaluation
·
Concept explanation
·
Process synthesis
·
Application |
Focus the daily writing on a skill or
detail in today’s work or reflect on
cumulative work |
Glimpse into
·
Cognitive processing
·
Vocabulary comprehension
·
Process comprehension
·
Formative purpose
·
Degree of skill mastery |
|
Learning Progress:
To determine mentor’s students’ and
mentee’s learning progress and
achievement |
Checklists |
Ongoing |
Visible indicator of skill practice or
objective completed |
|
Formal Assessment |
Complete identified skillset, assess for
growth and mastery |
Formative benchmark assessment to add to
portfolio |
|
Probing questions |
Daily |
Combine with other data for formative
purposes |
|
Rubric: Product |
Provided at the beginning of the lesson
for student information
|
Scored at the end of the project to
establish mastery of identified goals |
|
Rubric: Presentation |
Provided during presentation preparation
time |
Scored at the end of the presentation to
establish mastery of identified goals |
