Determining+Assessments

=Final Assessments:=

Role play behavior management techniques and develop a checklist to measure competency. Develop a series of multiple choice and matching questions. Use on the job performance observations Develop a series of multiple choice and matching questions.
 * Classroom Management**
 * Differentiating Instruction for Diverse Learners**
 * Integrating Technology in the Classroom**
 * Cultivating Positive Relationships with Parent/Guardian**

Determining Assessments
Now that the learning objectives have been developed, you and your group members will determine the best assessment instrument(s) for your curriculum design proposal. Consider the principles of effective assessment design described in Chapter 6 of //Instructional Design//, as well as in the article, “Seven Practices for Effective Learning.” Think about the characteristics of effective assessment instruments and the different formats available. Based on your knowledge, which format(s) do you think is/are best suited for your group’s curriculum? What type of items do you think should be included within these formats to assess learners’ achievement of the learning objectives? **//By Monday//**, the Week 3 Facilitator should create a page in the group wiki designated for “Assessments.”

**//By Wednesday//**, post to your group wiki a description of 1–3 assessment instruments that you think should be included in your group’s curriculum design proposal. For each instrument, identify its format, describe the general content it would include, and incorporate at least one sample item. Include a brief rationale explaining why you believe each of your suggestions would be effective. Return to your group wiki and review the assessment suggestions posted by your group members. How do your ideas compare with those of your colleagues? Do some ideas overlap? Do the ideas of your colleagues cause you to have a different perspective?

//**Classroom Management:**// Develop a checklist to identify “select and apply” towards “community standards for behavior” and “environment that supports learning”. //**Cultivating Positive Relationships with Parent/Guardian:**// Develop a series of multiple choice and matching questions to identify “develop policies and procedures” towards “interaction between students, instructors, and parent/guardian”. //**Differentiating Instruction for Diverse Learners:**// Develop a series of multiple choice and matching questions to identify “determine” towards “characteristics of individual learners”. //**Integrating technology into the classroom:**// Develop a series of on-the-job performance observations to identify and determine “effectively, engage, and focuses” towards the “use of social media tools” in the classroom.
 * Charles McCannon**


 * Mary Heimann**


 * Matthew Hikory**

I'd like to start by commenting that creating assessment for professional development training of in-service teachers is unique because of the characteristics of the context and learners. Teachers are active practitioners, already performing in a real-world environment. Regardless of the results of assessment, they will continue to practice. Furthermore, professional teacher development is an on-going processes of improving practice with no real 'cut-off' point for mastery. It's not really about 'good' teachers and 'bad' teachers, but about teachers becoming better. Assessment of teacher development which 'fails' teachers serves little purpose, and in fact can have serious negative effects on teacher's disposition towards professional development. Because of this, I would suggest the adoption of an almost entirely formative approach to assessment, the purpose of which should be to aid teachers in continuing to improve their performance, not to evaluate or 'grade' them.

I also suggest that assessment be collaborative. The 'real-world' environment allows for collaborative problem solving, so the assessment of learning should also allow for, and even encourage, collaboration (much as this project, the principle assessment of our learning in this course, does).

I think we can assess the objective "Teachers will select and apply classroom management techniques to uphold community standards for behavior and create a classroom environment that supports learning" by a combination of 'paper and pencil' assessment and authentic performance assessment.

I suggest that at the end of instruction, teachers work in groups to examine case studies of problems which relate to classroom management and propose how they would apply classroom management techniques to resolve them. This would be the 'paper and pencil' part, and would consist entirely of constructed response questions.The instrument could be in the format of a written test. A very simplified sample question might be "Billy is often rejected by peers in group activities. His isolation is effecting his learning. What action can be taken to resolve this problem and what factors need to be considered when developing a strategy for resolving this problem?" Teachers would then discuss the problem and propose, in writing, how they would resolve the problem and what factors they considered when deciding on a solution.

The workshop could also serve as impetus for an on-going program of formative peer evaluation, in which teachers would observe one another in authentic, on-the-job performance situations. An instrument which could be created to aid teachers in this is a checklist which teachers could use to focus peer observation. It might include questions like "what behavioral problems are visible in the classroom", or "what classroom management techniques does the teacher apply" and "How did applying these techniques effect the learning environment", or something like that. I'd have to learn more about classroom management before writing items for the checklist. Perhaps the teachers themselves could create the checklist as an instructional activity in the workshop.

The other objectives could be assessed in a similar manner, combining constructed response assessment, presented a the end of the workshop, and on-going formative peer evaluation of performance. Again, the purpose of the constructed response assessment would be principally formative, and the responses would be analyzed to inform future instruction. On-going formative peer evaluation enhances transfer of new learning as well as serving to improve collegial relationships and create a culture of performance improvement and on-going professional development.


 * Julie Gumm**
 * Classroom Management**
 * Assessment: Simulation, having the teachers role play the techniques with each other.**
 * Cultivating Positive Relationships with Parents/Guardian**
 * Assessment: Constructed response assessment**
 * Differentiating Instruction for Diverse Learners**
 * Assessment: Observe teachers working with small groups**
 * Integrating Technology in the Classroom**
 * Assessment: Observation of tasks done on the job**


 * Mary Ann Lamond**

To assess the objectives below I would use three post assessment methods, simulation, paper assessments and observation of on the job performance.

__Classroom Management__ –

Objectives: Teachers will select and apply classroom management techniques to uphold community standards for behavior and create a classroom environment that supports learning.

**Assessment** – **simulation using role play scenarios**

__Cultivating Positive Relationships with Parent/Guardian__ –

Objective: Participants will be able to develop policies and procedures for interaction between students, instructors, and parent/guardian.

**Assessment** – **simulation using role play scenarios**

__Differentiating Instruction for Diverse Learners__ –

Objective: Teachers can determine the characteristics of individual learners

**Assessment – constructed answer items using pencil and paper written responses**

__Integrating technology into the classroom__ –

Objectives: Teachers will be able to effectively use social media tools to engage students in a way that focuses on the lesson at hand.

**Assessment** – **simulation using computer tasks**

In addition to the above assessments by the classroom instructor, **a series of observation of on the job performance assessments** should also be performed by school administrators to make sure the teachers are bringing the knowledge into the classroom and using it correctly. Also the on job assessments can be used as a tool for administrators to judge the success of the program and make any changes that maybe necessary for future instruction or mentoring of the teachers.

**//By Friday//**, each group member should post his or her suggestion for the group’s final assessment instruments (the group must present at least two in the proposal). These suggestions should reflect a combination of what you consider to be the best ideas from all group members. It is the responsibility of the Week 3 Facilitator to review each group member’s suggestion and create a final set of assessment instruments that reflects the majority opinion.

**//By Sunday//**, the Week 3 Facilitator should post the final list of assessment instruments to the group wiki. Each assessment instrument should be accompanied by a description of its format and general content, at least one example of an item that would be included within it, and a brief rationale for why it would be effective. Group members should visit the wiki, review the list, and use the wiki or other communication means to resolve any disagreements. In addition, the Facilitator should post the URL of this wiki content to the Week 3 area of the Group Project discussion board.

Your Instructor will visit your group’s wiki to ensure that all group members participated in this assignment and to approve your group’s assessment instruments.

The following table provides a summary of the curriculum design proposal tasks due this week. Use this table to help budget your time and ensure you complete assignments on time.

COMPLETE (ML) ||  ||   ||   ||   ||   || Review group members’ suggestions for final set of assessment instruments. Create and post a final set of assessment instruments that reflects majority opinion. Post URL of this wiki content to Week 3 area of the Group Project discussion board. ||
 * ** Week 3 Curriculum Design Proposal Task Summary ** ||
 * || Monday || Tuesday || Wednesday || Thursday || Friday || Saturday || Sunday ||
 * ** Week 3 Facilitator only ** || Create an “Assessments” page in wiki
 * ** All group members ** ||  ||   || Post a description of 1–3 assessment instruments for group’s curriculum design proposal. ||   || Review group members’ assessments postings. Post suggestion for group’s final set of assessment instruments. ||   || Visit the wiki and review the Facilitator’s posting of the final set of assessment instruments. Use the wiki or other means of communication to resolve any disagreements. ||