Assessment and Feedback Plan

Plan To:

What
(tasks, strategies, instruments)

How
(the processes, how often)

Why
(how the selected tools support learning goals/principles guiding design)

To enable continuous/frequent feedback between you and the students:

1. Observe the students as they are working on completing the classroom survey, creating their graph on paper and using the Chart Wizard to recreate their graph in Excel.

1. Provide support and help to any students who are having difficulty or problems completing the activities. Additionally, encourage the use of peer buddies to allow for students to receive additional help from their peers.

1. The teacher's observation will identify any students who are challenged or discouraged to provide encouragement and support to assure that the students are not overwhelmed and will stay on track.
2. Through the teacher acting in a supportive way will provide encouragement to ensure that the students will be successful on the project.

To encourage the students to reflect on their learning progress and achievement:

1. Review with students, as necessary how to create a bar graph on paper.
2. Demonstrate effective questions on the data that is included on the bar graph.
3. Review the basics of Excel prior to instructing the students on how to use the Chart Wizard.

1. Demonstrate, as needed, how to transfer the data from the classroom survey to the paper version of the bar graph and provide positive redirection if the students venture away from the assigned search tasks.
2. Model effective questioning strategies to support the student's understanding of how to analyze the data included on the graph and how to ask questions about the data to encourage analysis.
3. On the first class meeting in the computer lab, the students should be provided a review on the basics of Excel.

1. To assure that the students understand how to take a survey and then record the results of their survey into the format of a bar graph.
2. Through understanding how to ask questions about their bar graphs, the teacher will be able to assess if the students understand how to analyze the data included in a bar graph.
3. The review of Excel will provide an assessment of what the students remember about the software that was introduced to them as first graders.

Determine your student's learning progress and achievement.

1. Continual monitoring throughout the entire project.
2. Evaluation of the bar graphs created by the students on paper as compared to the electronic version.

1. Through class discussions, the students should be able to demonstrate that they understand the data included in both the paper and electronic versions of the graph as it relates to their original set of data from the class survey.

1. The questions that students can ask and answer about their data should provide the teacher with feedback as to student's ability to transfer the knowledge they gained from their class survey into their bar graph. The use of a rubric can provide the assurance that the students have met the teacher’s expectations.  

Assessment Strategies

Sub-Goals
(Objectives)

Type of Learning

Assessment Strategy

Feedback Strategy

Conduct a classroom survey to collect data.

1. Create questions to obtain information to complete an assigned survey.
2. Ask appropriate question to complete survey form.
3. Tally results of completed survey into specified categories.

Application
Synthesis
Comprehension

Collaboration

Demonstration/Direct Instruction

Teacher Observation

Completed survey forms

Understand how to setup, read and interpret a bar graph.

1. Identify the X and Y axis of a graph and understand how they are used.
2. Identify how and where survey data should be placed on a bar graph.
3. Independently create a bar graph on paper.

Knowledge

Application

Analysis

Comprehension

Collaboration

Demonstration/Direct Instruction

Student-created bar graphs on paper

Comprehension
Application

Synthesis

Demonstration

Student-created bar graphs created with Excel

Evaluation of math lesson plans created using MS Excel

Development of technology infused lesson plan

1.      Develop effective questioning strategies.

2.      Develop a positive and supportive coaching style.

3.      Develop a relationship built on trust and mutual respect.

Affective

Assessment Rubric

Second grade students will conduct a classroom survey and transfer the results of the survey into a bar graph, using pencil and paper. The students will then re-create the same bar graph into an electronic format using the Microsoft Excel spreadsheet software program.

TEKS 111.14, Mathematics, Grade 2

(11)  Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to:

(A)  construct picture graphs and bar-type graphs;

(B)  draw conclusions and answer questions based on picture graphs and bar-type graphs; and

(C)  use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.

(13)  Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to:

(A)  explain and record observations using objects, words, pictures, numbers, and technology; and

(B)  relate informal language to mathematical language and symbols.

Source: http://www.tea.state.tx.us/rules/tac/chapter111/ch111a.html#111.14