Shawn Smith                

Formal and Informal Assessment and Feedback Plan

     Objectives                    What?                    How?                                   Why?


To enable continuous/frequent feedback between instructor and students

Discussion

During the course of the activity, discuss and clarify ESL concepts to students as needed.

Discussion provides form of feedback to determine if concepts are understood, and may also help students clarify concepts.
Questioning During the course of the activity, question to help students engage and relate to topic.

 Questioning helps target specific topics to solicit feedback.
Group project Teachers work together in groups to play instructional game designed to help them construct learning by finding information related to topic. Playing the game and finding correct answers helps build knowledge and confidence in learners, and allows the instructor an ongoing measure of comprehension of students.
Observation Observe students during instructional activities for receptivity of information  (body language, verbal, etc.)

Observe students during instructional activities, to include engagement in groups, focus and direction during assigned activities.

 Observation offers clues as to how student is engaging in material, and may reflect levels of understanding of various concepts.
To encourage students and mentee to reflect on their learning progress and achievement. Group project Use instructional game to help students construct their learning.   Playing the game and finding correct answers helps build knowledge and confidence in learners, and allows learners a quanititative measure of progress and achievement.
Questioning At conclusion of activity, question the game strategy and solicit feedback using 3-2-1 strategy (3 things I learned - 2 connections I made -- 1 thing I will try right away). Helps establish relevance and usefulness of information with learner.  Promotes reflection.
Survey Develop formal survey instrument to be completed by students following conclusion of activity. Encourages self reflection by students when completing survey.
To determine students' and mentee's learning progress and achievement. Observation Observe students during instructional activities for receptivity of information  (body language, verbal, etc.)

Observe students during instructional activities, to include engagement in groups, focus and direction during assigned activities.

Review of mentee's technology integration initiatives.		 Checks for level of understanding and comprehension.Verbal
Written
Numerical score in game
Discussion During instructional time, as well as at conclusion of activity with students.

Individually as available (email, verbal) with mentee, both before and after scheduled lesson.		 Discussion provides form of feedback to determine if concepts are understood. 

Cognitive questioning to help assess level of understanding.
Group project Use instructional game to help students construct their learning.   Playing the game and finding correct answers helps build knowledge and confidence in learners, and allows the instructor quanititative measure of comprehension of students.
Survey Develop formal survey instrument to be completed by students following conclusion of activity. Provides documented form of feedback for instructor.



Formulated Assessment Strategies

          Goals                                                   Sub-goals                                       Type of Learning    Assessment    Feedback  


Adult Learner:

Understand the process required in identifying a Limited English Proficient student

Explain where the home language survey can be found for each student. 

Knowledge
Comprehension
 
Observation
Discussion
Questioning
Group project

Verbal
Written
Numerical score in game


Describe the decision-making process that leads to an LPAC. Knowledge
Comprehension  Application		 Observation
Discussion
Questioning
Group project
Verbal
Written
Numerical score in game
Define basic terminology related to English Language Learners:  LPAC, LEP, OLPT, CALP. Knowledge
Comprehension
Application		 Observation
Discussion
Questioning
Group project		 Verbal
Written
Numerical score in game
Adult Learner:

Understand the responsibilities of the district and campus toward LEP students.   		Describe the curriculum and testing requirements for LEP students.

Application

Analysis 

 Observation
Discussion
Questioning
Group project		 Verbal
Written
Numerical score in game
Explain the parent notification requirements for LEP students. Knowledge
Application
Analysis		 Observation
Discussion
Questioning
Group project		 Verbal
Written
Numerical score in game
Adult Learner:

Understand how to effectively search for information in a print format or a pre-selected website.		 Demonstrate locating information in a print document by using skimming and scanning and subject headings.

Cognitive (Knowledge and Comprehension)
Psychomotor

Affective		 Observation
Group instruction
Questioning
Collaboration		 Verbal
Written
Numerical score in game
Demonstrate locating information in an electronic document by using skimming and scanning,  subject headings and the find feature.

Cognitive (Knowledge and Comprehension)
Psychomotor

Affective		 Observation
Group instruction
Questioning
Collaboration		 Verbal
Written
Numerical score in game
Teacher Goal:

Develop innovative and creative ways to present required information to diverse adult learners in time constrained environment.

 Use technology to add interactivity and color to topic.

Application

Synthesis  

Evaluation

 Discussion
Collaboration
Dialogue

 Verbal, through discussion with coach, collaborative partners and principal.
Written, through ESL guide and questions.
Design a game to present required information.

Application

Synthesis  

Evaluation 		Discussion
Collaboration
Dialogue		 Verbal, through discussion with coach, collaborative partners and principal.
Written, through ESL guide and game questions.
Teacher Goal:

Encourage camaraderie and collaboration with faculty and staff while delivering required training in a positive and supportive learning environment.

Use friendly com


petition to teach required material.		 Application
Synthesis
 Discussion Verbal and written feedback from students;
Verbal and written feedback from coach
Design incentive ideas to encourage learner engagement and participation. Synthesis Discussion
Collaboration
Dialogue		 Verbal and written feedback from students;  

Observation of body language and level of engagement of students.
MTTC  Student Goal:

Encourage effective instructional design and technology integration with appropriate technologies to facilitate adult learning for diverse learners.

Co-present briefing (with mentee teacher) at faculty meeting to discuss benefits of integrating technology and learner-centered instruction.

Application
Synthesis
Affective (Recieving phenomena; responding to phenomena; valuing, interalizing values)



 Surveys following presentation;
Discussion (formal and informal) with teachers
 Analysis of survey data and comments;

Verbal and written feedback from administrator, teachers;

Requests for technology coaching
Model effective technology integration in appropriate instructional activities. Synthesis
Affective (Recieving phenomena; responding to phenomena; valuing, interalizing values)		 Surveys following presentation;
Discussion (formal and informal) with teachers		 Peer feedback

Teacher feedback

Analysis of survey data and comments
MTTC  Student Goal:

Develop techniques to strengthen reflection and follow-up with mentees.		 Design and imple


ment surveys to gain feedback from mentees.

Analysis
Synthesis
Evaluation

Affective (Organization; Internalizing Values)		 Survey
Presentations
Discussion


 Analysis of survey return rate and comments;


Discussion during and after presentations;

Verbal and written feedback from teachers and mentee;

Verbal and written feedback from administrator.
Establish periodicity schedule for formal follow-up with mentees after conclusion of project.http://www.edtech.esc11.net/regXImttc/summer07/ssmith

Synthesis

Evaluation

Affective (Responding to phenomena; Internalizing Values)		 Documentation
 Analysis of feedback (verbal and written) received from formal periodic follow-up.
Perform informal follow-up with mentees as available.

Synthesis

Evaluation

Affective (Responding to phenomena; Internalizing Values)		 Discussion
Dialogue		 Analysis of feedback (verbal and written) received from formal periodic follow-up.


Survey Instrument                                                            Print in .pdf                

Survey of ESL Training
August 2007
Name:   __________________________________________________________________

Name of teacher delivering training:  __________________________________________		 Grade Level:  ___________
Please use the scale to the right of each statement to indicate the extent to which you agree or disagree.  Please mark each statement with your response in the appropriate bracket  and turn in to instructor at the conclusion of class.
Relevance of topic:
This topic of instruction is relevant to my professional knowledge.                                              		Strongly  agree
 [  ]		 Agree

[  ]		 Disagree

[  ]		 Strongly disagree
[  ]
Relevance of topic:
This topic of instruction will help me deal more effectively with parents.
 Strongly  agree
 [  ]		 Agree

[  ]		 Disagree

[  ]		 Strongly disagree
[  ]
Relevance of topic:
This topic of instruction will help me deal more effectively with students. 		Strongly  agree
 [  ]		 Agree

[  ]		 Disagree

[  ]		 Strongly disagree
[  ]

Relevance of topic:
This topic of instruction will help me deal more effectively with co-workers.		 Strongly  agree
 [  ]		 Agree

[  ]		 Disagree

[  ]		 Strongly disagree
[  ]

Quality of instruction:
This lesson was delivered in a clear and organized manner.
 Strongly  agree
 [  ]		 Agree

[  ]		 Disagree

[  ]		 Strongly disagree
[  ]
Quality of instruction:
The format of instruction was effective for the material being presented. 		Strongly  agree
 [  ]		 Agree