Assessment Instruments
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What
Tasks, Strategies, Instruments |
How
The processes, how often |
Why
How do the selected tools support your learning goals and learning principles guiding your design |
To enable continuous frequent feedback between you and students and mentee |
Observation
Questioning
Class Discussion |
Observe students as they interact with each other - daily
Observe students as they work at the computer - daily
Question students to check for understanding - daily |
Provides students with immediate feedback and insight into areas that need clarification for the whole group.
Provides student feedback as to student progress.
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| To encourage the students and mentee to reflect on their learning progress and achievement |
Questioning
Feedback
Rubric
Reflection |
Question students to check for understanding and reflection daily.
Refer to rubric daily |
Provides students with guidelines to be used to grade their work and as a checklist to monitor their progress.
Provides students and mentee with immediate feedback to check for progress.
Allows students to reflect on the purpose and meaning what they have learned. |
| To determine your students and mentees learning progress and achievement |
Observation
Checklists
Rubrics |
Observe mentee and student behaviors and progress daily.
Use rubric daily as a checklist to measure progress toward their final goal daily.
Use rubric to grade the final product - End of lesson |
Provides feedback about their progress toward goals and objectives
Provides students with the instrument that will be used to assess their work and allow them to gage their progress toward meeting their product goal.
Provides a grading instrument for the final project.
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Assessment Strategies |
| Learning Goals |
Sub-Goals
(Objectives) |
Type of Learning |
Assessment Strategy |
Feedback Strategy |
Student Goal
1) Define and identify stereotyping in today's society. |
Develop a working definition of stereotyping |
Cognitive (Knowledge, comprehension)
Affective |
Observe
Discussion
View / Read
Question |
Brainstorming
Verbal
Written |
| Apply research skills to compare their definition of stereotyping to other definitions from a variety of sources. |
Cognitive (Knowledge, comprehension, application)
Psychomotor
(executing actions) |
Observe
Discussion
View / Read |
Verbal
Written
Peer feedback |
| Write a definition of stereotyping. |
Cognitive (Knowledge, comprehension, application)
Psychomotor
(executing actions) |
View / Read |
Written |
| Apply research skills to identify and locate images of groups or individuals that fall victim to stereotyping in today's society. |
Cognitive (Knowledge, comprehension, application)
Psychomotor
(executing actions)
Affective |
Observe
Discuss
Self Access / Use rubric as guide |
Verbal
Rubric |
| Demonstrate an understanding of stereotyping and illustrate examples. |
Cognitive (Knowledge, comprehension, application, synthesis)
Psychomotor
(executing actions)
Affective |
View
Question
Discuss
Self Access / Use rubric as guide |
Verbal
Rubric completion with written feedback |
| 2) Understand the impact stereotyping has on individuals and groups |
Describe the negative impact that stereotyping has on individuals and groups |
Cognitive (Knowledge, comprehension, application, synthesis)
Affective |
Observation
Discussion |
Verbal
Peer feedback |
| Relate the negative effects of stereotyping to personal experiences. |
Cognitive (Knowledge, comprehension, application, synthesis)
Affective |
Written response / essay |
Written |
Teacher Goal
1) Feel confident in creating student centered lessons that promote higher level thinking skills in diverse learners through the use of technology integration.
|
Develop a lesson to actively engage students in student centered learning through use of technology. |
Cognitive (Knowledge, comprehension, application, analysis, synthesis)
Psychomotor
(executing actions)
|
Planning observation and discussion
Teacher Feedback |
Verbal
Written
Electronic |
| Increase skills in using software to produce multi-media projects. |
Cognitive (Knowledge, comprehension, application)
Psychomotor
(executing actions)
Affective |
Observation
Self-evaluation
Teacher Feedback |
Verbal
Electronic |
| Define instructional strategies that relate to specific disabilities. |
Cognitive (Knowledge, analysis, synthesis)
|
Observation |
Verbal
Written |
| 2) Use strategies that address classroom management skills |
Create a classroom arrangement that will maximize productivity |
Cognitive (application)
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Observation
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Verbal
Electronic |
| Reserve lab and create seating arrangement conducive to student productivity. |
Cognitive (application) |
Observation |
Electronic |
Mentor Goal
1) Effectively assist teachers in integrating technology into lessons plans with leaner centered lessons appropriate in meeting needs of diverse learners. |
Teach training and refresher classes to help teachers effectively use technology. |
Cognitive (Knowledge, comprehension, application)
Psychomotor
(executing actions)
|
Coaching sessions
Questioning
Teacher feedback
Self evaluation
|
Metacognition
Verbal
Written
Electronic |
| Assist teachers in developing lessons that demonstrate an understand of concepts through the use of multimedia projects while meeting the needs of diverse learners. |
Cognitive (Knowledge, comprehension, application)
Psychomotor
(executing actions)
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| 2) Develop a cognitive questioning style that will lead to critical thinking and problem solving. |
Develop a questioning style that builds trust and enhances communication. |
Cognitive (Knowledge, comprehension, application)
Affective |
Coaching sessions
Questioning
Teacher feedback
Self evaluation |
Metacognition
Verbal
Written
Electronic |
| Use cognitive coaching skills with peer coach, colleagues and students. |
Cognitive (Application)
Affective |
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The rubric below will be used to assess a multi-media presentation by 10th grade English II students after reading To Kill a Mockingbird. It will assess the following learning goals and objectives.
1. Define and identify stereotyping in today's society.
-Define stereotyping .
-Identify characters in the book who fall victim to stereotyping.
-Locate and identify images of groups or individuals that fall victim to stereotyping.
2. Understand the impact stereotyping has on individuals and groups.
-Describe the negative impact that stereotyping has on individuals and groups.
Criteria
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To Kill a Mockingbird Multi-media Presentation Rubric |
| 4 pts. |
3 pts. |
2 pts. |
1 pts. |
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Points Received |
| Content |
Content clearly reflects understanding of stereotyping and its impact on society |
Content reflects some understanding of stereotyping and its impact on society |
Content reflects vague understanding. stereotyping and its impact on society |
Content indicates lack of understanding of stereotyping and its impact on society. |
x 5 |
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| Format and Length |
Required # of slides including title, author, sources. Format followed throughout. |
Required # of slides including title, author, sources. Incorrect format. |
Required slides missing. |
Required slides missing and incorrect format. |
x 4 |
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| Sources |
Sources are accurately documented and linked. (Information and images) |
Sources are accurately cited but not linked. (Information and images) |
Sources cited but incorrectly documented. (Information and images) |
Sources not cited. (Information and images) |
x 3 |
|
| Graphics |
Required # of images, cropped and/or resized, not pix elated; clear examples of stereotyping |
Required # of images, cropped and resized; examples not clear |
Required images but not cropped or resized |
Less than required # of images; examples unclear. |
x 5 |
|
| Aesthetics |
Makes excellent use of font, color, effects, etc. to enhance the presentation; maintains consistency. |
Makes good use of font, color, effects, etc. to enhance the presentation; maintains consistency. |
Uses font, color and effects but occasionally distracts from the presentation |
Poor choice of font, colors or effects that distract from the presentation or lacks in consistency. |
x 4 |
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| Mechanics |
No grammatical, spelling, or punctuation errors. |
One or two grammatical, spelling, or punctuation errors. |
Three or four grammatical, spelling, or punctuation errors. |
Five or more grammatical, spelling, or punctuation errors. |
x 4 |
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| Total Points (possible 100) |
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Teacher Comments
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