Nuturing the Mind - Courses at WOU

Evaluating and tools

Continue our discussions in Moodle. We're in the final stretch of this class and will tend to focus on the culimative final project, but our discussions are important to develop a greater understanding of the issues. At this point we should be designing our assessment process and tools while continuing to cycle back reviewing our analysis and objectives, and, of course, working under the umbrella of our goal.

Rubric - An Assessment Tool
A rubric is a tool that identifies the skill to be assessed, a number score to be assigned to each level of that skill and a clear description of that skill level. The skill will be closely related to an objective. The levels of achievement will typically range from no skills to skills beyond expectations. For example: The student will dribble a basketball: 0- cannot dribble at all; 1- can dribble with dominant hand; 2- can dribble with either hand or without watching the ball; 3 - can dribble with either hand without watching the ball while running, stopping and avoiding a defender; 4- can dribble at level 3 with grace, constancy and additional maneuvers. (I hope I didn't insult basketball coaches.)

Rubric Template:

Skill	Beginning 0	Developing 1	Developing 2	Proficient 3	Exemplary 4	Score
Objective 1	Does not meet	Displays begiinning of learning	Demonstrating learning	Displays learning and required expectations	Displays extraordinary understanding
Skill 1 (Obj 2)	Does not meet	Displays begiinning of learning	Demonstrating learning	Displays learning and required expectations	Displays extraordinary understanding
Skill 2 (Obj 2)	Does not meet	Displays begiinning of learning	Demonstrating learning	Displays learning and required expectations	Displays extraordinary understanding
Skill 1 (Obj 3)	Does not meet	Displays begiinning of learning	Demonstrating learning	Displays learning and required expectations	Displays extraordinary understanding
Skill 2 (Obj 3)	Does not meet	Displays begiinning of learning	Demonstrating learning	Displays learning and required expectations	Displays extraordinary understanding
Objective 4	Does not meet	Displays begiinning of learning	Demonstrating learning	Displays learning and required expectations	Displays extraordinary understanding
Total

Notice that while line items will include all objectives, some objectives may be divided into several skills within the objective.

The Final Project
The final project has two phases: the description of a lesson, unit or class, and the unit in electronic format, typically either as a website or an interactive CD.

Formatting the Description
Below is a possible format for the description of the final project. Use it creatively maintaining the essential comtents.

Title: be creative and entice the possible learner

Goal: the overall expected intention

Audience:
     Describe clearly not only who the audience with regard to its characteristics (age, background, experience, skills, capacities) but also how these characteristics will affect the lesson (second language requires carefully choice of words and types of activities, work experience may require more or less background teaching).

Task:
     Describe what has been determined to be the purpose and reason for doing the instruction. Assuming a need for this instruction has been discovered, what is that need and how was it determined?.

Objectives:
     At the end of this instruction, the students will be able

to explain...

to name the components
to indicate the use of each component
to evaluate the usability of the component

to prepare...

     Write objectives based on the goal, audience and task. Write objectives using a format and terms identified in the textbook. Write objectives that lead to but are not the state standards. Write objectives so that you can observe or assess the learners' behavior, knowledge or skills. Keep them simple and workable.

Strategies:
     How are you going to approach your teaching challenge? It's almost like brainstorming what you expect to do next.

Materials and Supplies:
     What do you been for the teaching? A Powerpoint presentation? Then a room with a computer and projector. You expect 100 learner? You need a large classroom and possibly a microphone. You are doing to use a website? The learners need computers with certain programs such as a browser and Java and Quicktime. The activities include small group discussions? You need a room compatible with this use.

Activities:
     Describe what you expect to happen in the learning process. If online, what you expect the learner to do first, second, and so on, and how long will each activity will take. If in the classroom with an instructor, what will the instructor do, what will the learner do, what materials will be used, how long will each activity take.
This is the instructing. This is the implementation. This is what we are working toward.

Assessment:
     Describe how the instructor will assess the learning process of the learners. This will probably include several processes: casual observations of behavios in the classroom or through onine discussions, more formal assessment through tools such as tests and writings. There should be processes during the instructing to assess progress (formative assessment) and another at the end to determine if the objectives were met successfully (summative assessment). Include a rubric to clearly identify the levels of proficiency of each objectives. For example:

	Beginner	Developing	Proficient	Highly Proficient	Score
Obj 1 - to explain
- to name	Knows no names	Names several	Names all	Names all including alternative names
- to indicate	Indicates no uses	States several uses	States uses for all	Explains all uses and rationale
- to evaluate	Identifies usability incorrectly	Identifies some strengths or weaknesses	Identifies most strengths and weaknesses	Correctly identifies strengths and weaknesses
Obj 2 - to prepare	Unable to start preparation process	Prepares basic ...	Prepares all parts	Completely preparation accurately and in a timely manner

Evaluation:
How are is the instructor going to determine if the instruction was successful, and how might the instructor make adjustments to improve the instruction.

Plan to submit this project in draft form by June 1st to receive feedback.

The Product (The Usable Instruction)
The second part of the final project is to actually develop, at least in part, the actual instruction as if you were going to use it. And in many cases I expect that you will use it. As a class with an emphasis on technolgy, the instruction be either fully electronic such as an interactive website or stand alone CD with a variety of media such as Powerpoint, videos, blogs or onine discussions, Internet or computer related activities.
For feedback this should be submitted by June 1st, typically whatever media is most appropriate.

Sesame Street