Assessment
Instruments
|
Objectives
|
What
tasks, strategies, instruments
|
How
the processes, how often
|
Why
How do the selected tools support the learning
goals and the learning principles guiding the design?
|
| To enable
continuous/frequent feedback between instructor and students |
Observations:
Questions
Time line
Rubric |
Watching computer screen - daily
in lab
Time line of due dates.
Rubric
Ask questions daily
|
Monitoring computer screens gives
the students constant feedback on their progress
Providing a time line of due dates
keeps students on track. It allows for daily grades and monitoring of progress
and to make adjustments in the schedule as necessary.
Providing the rubric at the
beginning of the lesson allows the student to know the expectations and decide
on their level of commitment.
Questioning the students daily
allows the teacher to make sure the students are on the right track daily.
|
| To encourage students to
reflect on their learning progress and achievement |
Questioning
Rubrics |
Ask questions daily
Rubric |
Questioning the students daily
allows the teacher to make sure the students are on the right track daily
Providing the rubric at the beginning of the
lesson allows the student to know the expectations and decide on their level of
commitment. |
| To determine student
learning progress and achievement |
Time line
Rubric |
Time line of due dates
Rubric |
Providing a time line of due dates keeps students on track.
It allows for daily grades and monitoring of progress and to make adjustments in
the schedule as necessary
Providing the rubric at the beginning of the
lesson allows the student to know the expectations and decide on their level of
commitment. |
Goals
|
Sub-Goals (Objectives)
|
Type of Leaning
|
Assessment Strategy
|
Feedback Strategy
|
|
Student Goal:
Identify the systems of the human organism and describe their functions.
|
To identify each body system, it's parts and their functions.
List all the organs in each system and their individual functions
(since in many cases the function of the organ isn't necessarily the
function of the system but contributes to that function)
|
Cognitive
(knowledge, analysis)
Psychomotor
(acquiring knowledge)
|
Observation
Self assessment using the rubric for the Body System
Brochure |
verbal
Completion of rubric
|
Student Goal:
Describe how organisms maintain stable internal conditions while living in changing external environments. |
Identify how the body systems work together to maintain a stable internal environment (aka: homeostasis)
Identify how the systems work together.
|
Cognitive
(knowledge, Comprehension)
Cognitive
(analysis, synthesis)
|
Observation
Rubric criteria
Self
assessment
Use the rubric for the body Internet activity
Group assessment using peer feedback |
verbal
Rubric
written input from peers (can be in rubric format so that peer groups must
be objective)
|
Student Goal:
Analyze changes in organisms |
Make predictions about what might happen if an organ isn't there.
Use a database to identify systems that share functions or rely on each other for proper
functioning
|
Cognitive
(evaluation
Cognitive
(Analysis, synthesis)
Psychomotor
(executing action)
|
Body system database report |
Written |
|
Teacher Goal:
Develop lessons that utilize
technology to enhance student learning.
|
Develop strategies for determine the right technology for the job.
Develop classroom management skills as they relate to a 1-1 classroom.
|
Affective
Cognitive
(comprehension application, analysis)
Psychomotor
(acquiring knowledge, evaluation
|
Observation
Questioning
Discussion |
Completion of lesson plan
Coaching
|
Teacher Goal:
Use
creative instructional strategies to support all learning styles of a diverse
student learning population |
develop Plan for different student's abilities as it relates to technology.
Obtain any necessary AT devices and or documentation.
|
Affective
Cognitive
(comprehension application, analysis)
Psychomotor (acquiring knowledge, evaluation)
|
Observation
Use of SPED documentation
|
Questioning
|
Professional Goal:
Use
effective questioning strategies to facilitate the teacher in creating learner
centered lessons.
|
Use questioning strategies to clarify thinking.
Pay close attention to the amount of time I am listening versus speaking.
|
Affective
Cognitive
(Application,Analysis)
Psychomotor (acquiring knowledge, evaluation) |
Questioning
discussion |
Peer feedback
teacher feedback |
Professional Goal:
Help
teacher discover technologies that will facilitate student learning. |
Reasearch and demonstrate appropriate technologies.
Reflect on the lessons implementation and learn from any problem areas.
|
Affective
Cognitive
(application, Analysis)
Psychomotor (acquiring knowledge, evaluation)
|
Questioning
discussion |
Peer feedback
teacher feedback |
|
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