Assessment and Feedback
Joe Price
MTTC Fall 2003
Assessment Instruments |
What? |
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, instructor observation, direct questioning | throughout the lesson and frequent follow up through email and face to face contact. | Allows the instructor to check for understanding frequently and provides for "teachable moments" |
| To encourage the learners to reflect on their learning progress and achievment | review district requirements at the beginning and end of class | verbally and each student has a copy of the rubric | The rubric gives the learner a check list to follow |
| To determine your student's learning progress and achievment | Questioning by instructor, rubric competed by learner and instructor | Question learners during presentations, compete rubric at the end of the lesson | The rubric allows the learner and instructor to evaluate the finished project |
| Goals | Sub-Goals | Type of Learning | Assessment Strategies | Feedback Strategy |
| 1. Learn to format text in a Word document | • Format text • Add borders and shading to text • Create Bulleted and Numbered list • Apply page numbers • Add a footer • Set Tabs |
Cognitive Psychomotor |
Instructor observation and questioning. | What if formatting? What formatting have you used before? |
| 2. Learn to add features to a Word document and save in different file types (Word, rich text format, text) | • Add clipart to a document • Add word art to a document • Add a table • Save a Document |
Cognitive Psychomotor |
Instructor observation and questioning. | What is clipart? What is Wordart? Why use Wordart? How is a table useful? |
| 3. Improve mentoring skill by breaking lesson down into small easily understood sections to facilitate educator use of technology. | Separate primary document into teachable sections | Cognitive: Analysis | Instructor observation and questioning. | Do you have any questions on how to use this action? |
| 4. Assess educators' technology proficiencies as part of learning experience. | Informal Pretest Formal Posttest |
Cognitive: Analysis, Comprehension, Evaluation | Instructor observation and questioning. | Does your document look like the primary document? |
| 5. Plan for and address needs of diverse learners in the teaching and learning environment | Have 17" monitor available for vision impaired staff member | Cognitive: Evaluation | Instructor observation | Check for display size comfort. |
| 6. Use mentoring, coaching, and/or consulting skills and strategies to facilitate educator use of technology in the teaching and learning environment | Develop and maintain a good rapport with staff Schedule follow up sessions |
Cognitive: Application | Instructor observation Evaluation of interactions with learners |
What kind of relationship do I have with the learners? |
| 7. Improve listening skills | Be more aware of auditory clues as to frustration and comprehension. Listen more openly to learners |
Cognitive: Analysis Affective |
Listen for interuptions and predictions | Am I hearing and understanding what the learner is saying? |
Word Processing Competency Assessment A grade of 27 out of 30 is considered a passing
grade. |
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| Excellent (3pts) | Good (2pts) | Fair (1pt) | Poor (0 pts) | |
| Formatting | Document is entirely formatted in Arial 10 font with the exceptions noted on the test. “Word Processing Test” and the text within the shaded paragraph is in bold. | Document is primarily formatted according to the instructions on the
test. “ Word Processing Test” and the text within the shaded paragraph is in bold. |
Document is primarily formatted in according to the instructions on the test. | Document is formatted in a font other than specified on the test. |
| Borders and Shading | The paragraph that contains the words "This test…" is
contained within a drop-shadow border. Shading is 25% Gray. |
The paragraph that contains the words "This test…" is
contained within a border (not a table). There is shading but not necessarily 25% Gray. |
The paragraph that contains the words "This test…" is
contained within a border (not a table). There is no shading. |
The paragraph that contains the words "This test…" is
not contained within a border, or it is missing. There is no shading. |
| Bulleted and Numbered List | The bulleted list is formatted properly. The numbered list is formatted properly. Note: indentation does not need to be the same as the sample. |
The bulleted list and the numbered list are both included, but one or both are not formatted properly. | Either the bulleted list or the numbered list is missing. | Both the bulleted list and the numbered list are missing. |
| Clip Art | Clip art is included and is 1" to 2" high. Clip art is in proportion. |
Clip art is included but is either less than 1" high or is more
than 2" high. Clip art may be out of proportion. |
Clip art is included but is clearly out of proportion | Clip art is not included. |
| Word Art | Word art is included. Word art is the same format as the sample. Word art contains the same words as the sample. |
Word art is included. Word art is a different format than the sample. Word art contains the same words as the sample. |
Word art is included. Word art is a different format than the sample. Word art contains different words than the sample. |
Word art is not included. |
| Page Numbers | The page number symbol is included. The page number uses Arial 10 pt. font. The page number is right justified in the footer. |
The page number symbol is included. The page number may or may not use Arial 10 pt. font. The page number may or may not be right justified in the footer. |
The page number is hard coded ( the page number symbol is not used) | The page number is not included. |
| Footer | A footer is used. The footer contains the teacher’s name, campus, and copyright information. |
A footer is used. The footer contains something other than the teacher’s name, campus, and copyright information. |
No footer is used. The teacher’s name, campus, and copyright information appear at the bottom of the page. |
No footer is used. The teacher’s name, campus, and copyright information do not appear at the bottom of the page. |
| Tabs | The line which reads “This line has been tabbed” contains one tab set at 3 inches. | The line which reads “This line has been tabbed” uses the default tab stops. | The teacher used any other method besides tabbing to move the text away from the left margin. | The line which reads “This line has been tabbed” is missing or lines up with the left margin. |
| Tables | The table contains 4 rows and 2 columns. Data is correctly entered in the table. |
The table contains 4 rows and 2 columns. Data is mostly correct. |
The table contains some ting other than 4 rows and 2 columns. | There is no table. |
| Saving a Document | Document is saved with the name “your name” wordtest practice.. | Document is not named “your name” wordtest practice but is saved. | Document is not saved. | |
| Instructor Scoring | ||||
| Learner Scoring | ||||