Assessment and Feedback

Assessment and Feedback

Joe Price
MTTC Fall 2003

Assessment Instruments	What? tasks, strategies, instruments	How? the processes, how often?	Why? How do the selected tools support goals and principles
To enable continous/ frequent feedback between you and the students	Individual assistance, teacher observation, direct questioning, timeline for lesson	throughout the lesson, multiple days and class periods	Allows the teacher to check for understanding frequently and provides for "teachable moments", timeline allows tescher to more easily see who is falling behind
To encourage the students to reflect on their learning progress and achievment	review lesson requirements at the beginning and end of each class, review timeline for lesson	verbally and have the lesson requirements written on the board, each student has a copy of the rubric	The rubric gives the students a check list to follow and the timeline is used to make sure they don't spend too much time on one area
To determine your student's learning progress and achievment	Questioning by teacher, rubric competed by teacher and student	Question students during presentations, compete rubric at the end of the lesson	The rubric allows the student and teacher to evaluate the finished project

Goals	Sub-Goals	Type of Learning	Assessment Strategies	Feedback Strategy
Use the internet to find a children's short story.	Use sites listed by teacher and or keyword searches in Google to find a story.	Cognitive	Teacher observation and questioning students about stories they have found	Is this story appropriate? Are you going to have time to rewrite it?
Use the internet to find a children's short story.	Copy and paste information into MS Word	Psychomotor	Reviewing information gathered by students	Is this enough information to help you rewrite the story?
Rewrite the story from a secondary character's point of view.	Decide which secondary character to use	Cognitive Affective	Question students as to who is a primary and who is a secondary character	Who is the primary character in the story? Who is a secondary character? Which character are you going to use?


	Write story in MS Word using information gathered from internet	Cognitive Psychomotor	Review student's version of story	Does your story keep the same story ideas as the original?
Create a PowerPoint presentation out of the rewritten story.	Copy and paste text from MS Word onto PowerPoint slides	Cognitive Psychomotor	Observe students as they create slides	Is the text readable? Do you have too much information on one slide?


	Add graphics to slide	Cognitive Psychomotor	Observe students and question them about graphic relativeness to story	Does the graphic fit with the story?
	Add animation to slide	Cognitive Psychomotor	Observe students and remind them to not over do it	Did you animate just one or two items on each slide?
	Apply transitions to slides	Cognitive Psychomotor	Observe students	Do you have a transition on each slide?
Present the slide show to the rest of the class.	Use appropriate slide timing	Affective	Observe presentations	Do your slide give you enough time to read the information?
Present the slide show to the rest of the class.	Use clear speaking voice	Affective	Observe presentations	Can everybody hear you clearly?
Create a reading lesson which includes TEKS from Technology	Determine Reading lesson	Affective	Conference with Reading Teacher	What lesson to use? Do you want to create a new one?
Create a reading lesson which includes TEKS from Technology	Apply technology appropriately	Cognitive Psychomotor	Apply personal knowledge of available equipment ans software	What software have you used or would like to use? What do you think would be the most fun for students?
Evaluate and adjust to the needs of diverse learners	Determine who needs cognitive help	Affective	Review student IEP's	Who has an IEP? What are the requirements for this class?
Evaluate and adjust to the needs of diverse learners	Determine who needs physical help	Affective	Observation Review student IEP'S	What is the student's abilities? What is available to assist them?
Determine a seating chart for each class before entering the lab	Determine potential behavioral problems	Affective	Teacher experience with class	Who has a problem sitting together?
	Determine who might need extra help	Affective	Teacher experience with class	Who might need extra help? Who might finish quickly and want to help others?
Improve questioning skills	Collect recordings of conferences	Psychomotor	Recording clarity and applicability	Is the sound level ok?
Improve questioning skills	Review recording	Cognitive Affective	Listen for question prediction and interruptions	Did I interrupt the other person? Did I try and predict questions? Did I listen patiently?
Develop a better understanding of learning theories and practices	Research learning theories	Cognitive	Develop a list of various theories with brief description	What are some theories that I like? What are some theories I have observed in school?
	Research learning practices	Cognitive	Develop a list of common practices with brief description	What practices do I use? Are there other practices I have not used which would fit my teaching style?

Retold Story Powerpoint Presentation Grading Rubric
Item	Max Pts	Intermediate Pts	Min Pts	Student Graded	Teacher Graded
Title slide	10 Includes original title Includes new title Includes student full name	7 Includes 2 out of three items	5 Includes 1 out of the three items
Text Readable	15 Good text/background contrast	10 Text hard to see against background but readable	5 Text present but unreadable
Sentences per slide	15 3 sentences on a slide	10 4 to 5 sentences on a slide	5 more than 5 sentences on a slide
Graphics	15 graphic applicable to story Min 1 per slide	10 Graphics present but not applicable to story	5 very few graphics
Animations	15 Min 1 animation per slide	10 some animations present	5 no animations present
Transitions	15 present on all slides	10 present on some slides	5 no transitions
Slide timing	15 well paced, time to read all information	10 rushed, did not have time to read all slides	5 too fast, could read few if any slides