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 |
Question students to check for understanding - daily
Observe students as they interact with each other - daily
Observe students as they work at the computer - daily
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Provides students with immediate feedback and insight into areas that need clarification, reteaching, or redirecting.
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 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 of 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. Students will be able to research and compile information from a variety of sources to further understand the Victorian Literary Period. |
Apply effective research skills to locate examples of writing styles, political cartoons, and illustrations used during the reign of Queen Victoria. |
Cognitive (Knowledge, comprehension, application)
Psychomotor
(executing actions) |
Observe
Discussion
View / Read
Question |
Brainstorming
Verbal
Written |
| Apply effective research skills to locate information pertaining to events occurring during the reign of Queen Victoria. |
Cognitive (Knowledge, comprehension, application)
Psychomotor
(executing actions) |
Observe
Discussion
View / Read |
Verbal
Written
Peer feedback |
| 2. Students will recognize layout and define components of news magazine of the Victorian Literary period. |
Apply effective research skills to locate and view newspapers and periodicals of the Victorian Literary Period. |
Cognitive (Knowledge, comprehension, application)
Psychomotor
(executing actions) |
Discussion
Observation
Question |
Brainstorming
Verbal
Peer feedback |
| Discuss what makes front page news of current newspapers. |
Cognitive (Knowledge, comprehension, application, synthesis)
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Discussion
Question |
Verbal |
| Discuss how the press can positively or negatively affect people and policies of government. |
Cognitive (Knowledge, comprehension, application, analysis, synthesis, evaluation)
Affective
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Discussion
Question |
Verbal |
| Discuss the ways in which the press shapes public opinion about government and political leaders. |
Cognitive (Knowledge, comprehension, application, analysis, synthesis, evaluation)
Affective |
Discussion
Question |
Verbal |
| Create a news magazine mirroring the ones developed in the Victorian literary period. |
Cognitive (Knowledge, comprehension, application, analysis, synthesis, evaluation)
Psychomotor
(executing actions)
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 |
Verbal
Written
Rubric |
Teacher Goal
1. Develop confidence in creating and implementing technology integrated lesson plans
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Work with mentor to 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 |
| Work with mentor to increase skills in using software to produce multi-media projects. |
Cognitive (Knowledge, comprehension, application)
Psychomotor
(executing actions)
Affective |
Observation
Discussion
Self-evaluation
Teacher Feedback |
Verbal
Electronic |
| 2. Use instructional strategies that support diverse learners and address classroom management strategies. |
Create a classroom arrangement that will maximize productivity and minimize discipline problems. |
Cognitive (knowledge and comprehension, application, analysis, synthesis) (Executing actions)
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Observation
Discussion |
Verbal
Electronic |
| Define instructional strategies that relate to specific disabilities. |
Cognitive (Knowledge, analysis, synthesis) |
Discussion
Observation |
Verbal
Electronic |
| Reserve lab and create seating arrangement conducive to student productivity. |
Cognitive (application) |
NA |
NA |
Mentor Goal
1. To assist teachers in integrating technology into lesson plans with learner centered lessons appropriate meeting the needs of diverse student 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
Instructor evaluation
Supervisor evaluation
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Metacognition
Verbal
Written
Electronic |
| Work with teachers to develop lessons that all diverse students learners to demonstrate understanding of concepts through of multimedia projects in a variety of classroom environments.. |
Cognitive (Knowledge, comprehension, application)
Psychomotor
(executing actions)
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| 2. To improve my cognitive questioning style that will lead to critical thinking and problem solving. |
Develop a questioning style that uses positive presuppositions. |
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 |
Victorian Era Magazine Rubric |
The rubric below will be used to assess a news magazine replicating one developed in the Victorian Literary Period.
1. Research and compile information from a variety of sources to further understand the Victorian Literary Period.
- Apply effective research skills to locate and view newspapers and periodicals of the Victorian Literary Period.
- Apply effective research skills to locate examples of writing styles, political cartoons, and illustrations used during the reign of Queen Victoria.
- Apply effective research skills to locate information pertaining to events occurring during the reign of Queen Victoria.
- Create a news magazine mirroring the ones developed in the Victorian literary period.
Criteria
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Victorian Era Magazine |
| 5 pts. |
4 pts. |
3 pts. |
2 pts. |
0 pts. |
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Points Received |
| Content |
Includes 5 news stories of the Victoria Era of historical accuracy. |
Includes 4 news stories of the Victoria Era of historical accuracy. |
Includes 3 news stories of the Victoria Era or there is some historical inaccuracies |
Includes 2 or less news stories of the Victoria Era or historical inaccuracies throughout. |
Articles missing |
X 15 |
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| Includes a feature story on Queen Victoria |
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Feature story missing |
X 1 |
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| Includes 2 additional feature stories |
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Only 1 feature story |
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Feature stories missing |
X 2 |
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| Includes 1 editorial related to Victoria |
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Editorial missing |
X 1 |
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| Includes 1 map of Victoria's empire |
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Map missing |
X 2 |
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| Includes 1 political cartoon |
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Cartoon missing |
X 1 |
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| Includes 1 picture/graphic for each news, feature and editorial story and are historically accurate (total 5) |
Missing 1 graphic |
Missing 2-3 graphics or 1-2 historical inaccurate images. |
Missing 4 graphics or mostly inaccurate images. |
Missing all story graphics |
X 2 |
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| All images include captions or bylines |
Caption/byline missing on one image |
Caption/byline missing on 2-3 images |
Caption/byline missing on 4 images |
No captions or bylines |
X 2 |
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| Cover includes date, title, highlights of magazines contents and picture of Queen Victoria |
Cover missing one requirement |
Cover missing several requirements |
Cover provided but guidelines not followed |
No cover provided. |
X 3 |
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| Sources |
Sources are accurately documented. |
One error in source documentation. |
Two or three errors in source documentation. |
Four or more errors in source documentation. |
Sources not cited. |
X 2 |
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| Graphics |
Images are appropriately sized; and not pixelated. |
Most images are appropriately sized and not pixelated. |
Several images are sized too large or small yet not pixelated. |
Pictures are pixelated and unclear. |
Poor choice of image sizes and most/or all are are pixelated . |
X 2 |
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| Aesthetics |
Makes excellent use of fonts & colors while maintaining consistency. Font size is readable yet not too large. |
Makes good use of fonts, colors, yet maintains consistency. Font size is readable yet not too large. |
Uses fonts and colors effectively but font size is too large or is not easily readable. |
Font size is readable but too many fonts and/or colors used. |
Font is not readable or is too large. Too many fonts and or/colors used resulting in an unappealing product. |
X 3 |
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| Mechanics |
No grammatical, spelling, or punctuation errors. |
Three or fewer grammatical, spelling, or punctuation errors. |
Four to six grammatical, spelling, or punctuation errors. |
Six to 10 grammatical, spelling, or punctuation errors. |
More than 10 grammatical, spelling or punctuation errors. |
X 4 |
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| Total Points (possible 200) |
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Teacher Comments
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