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 IV. |
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Teacher
Performance Indicators (NETS•T)
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A,
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Apply technology in assessing student learning
of subject matter using a variety of assessment techniques. |
- When
facilitating my WebQuest with
a group of fourth grade students, I continually monitored
the process to make sure that the learning activities
matched my objectives and that my learning objectives
matched the Evaluation Scoring Guide. Student teams actually scored their own and one other team's project using
the Sky Pictures Scoring Guide in order to make any
necessary modifications before facilitator
evaluation. The scoring guide was not the only evaluation
tool used during the process. One facet of the WebQuest
involves writing an original myth about an actual star
pattern that is visible in the night sky during the
current season, so the writing process is a major objective
in this learning event. To that end, I put scaffolding
pieces in place for both peer and team self evaluation.
A SkyTeam Authors' Revising
and Editing Checklist was used to facilitate team self-evaluation, and the Peer Revising and Editing Checklist was used in peer evaluation where the requesting team could denote
criteria on which readers should focus. Additionally,
this piece also provided for peer suggestions and
questions. The peer and team self-evaluation pieces
were not only assessment tools, they were also valuable
in validating students' ownership and investment in
the process. Observations and anecdotal notes on these
student-generated evaluations provided meaningful insight
into their thinking and level of expertise.
- When my Instructional Systems Design project for Researching, Planning,
and Creating Original Classroom Web sites is implemented
with adult
learners, one of the first things I plan to do is
have partners complete
my Expert Group Project online in order to develop a thorough
list of Web site Do's and
Don'ts. The Observation Checklist for Web site Do's
and Don'ts shown
in Prioritized Project Goals with Corresponding Objectives and Assessment Procedures will be
used to establish whether or not participants have
an adequate understanding of what a good Web page
should and should
not contain. After this, participants will complete
reflection questions to clarify who their target
audiences are
and what their purpose is in creating a Web site
When designing a Web site, development of a declarative
mental
model that clarifies the site’s purpose
provides focus and direction. The Rubric for Web site
Audience and Purpose (also contained in link above)
will be helpful
in determining if this has been accomplished with
the Web site Audiences
and
Purpose
Reflection Questions.
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B.
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Use technology resources to collect and analyze data, interpret
results, and communicate findings to improve instructional practice
and maximize student learning. |
- Within
the process of developing an Instructional Systems
Design for creating Web pages, I established learning
goals and then collected and analyzed data in order
to verify the need for Web page
design
instruction. This Web Page Needs Assessment was accomplished utilizing available
information and a written questionnaire that was distributed
to 6th-8th grade staff via e-mail. The Available Information
Summary alone highlighted the need for this training,
but staff buy-in had to be established as well. The
information gleaned from my MPS Teacher Web Page
Needs Questionnaire confirmed that a high percentage
of teachers have the desire but lack the expertise
to create viable Web pages. Results have been shared
with administrators, and we plan to make this training
a reality during the next school year. The Web Page Needs Assessment also shows my application of the prioritization
tool
applied to Web site creation training needs.
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C.
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Apply multiple methods of evaluation to determine students'
appropriate use of technology resources for learning,communication,and
productivity. |
- The
Available Information Summary and MPS Teacher
Web Page Needs Questionnaire shown within my Web Page Needs Assessment document show two methods of evaluation I've used to determine adult learners'
use of technology resources for learning, communication,
and productivity. Web pages provide teachers and
students a way to communicate and extend learning
beyond the classroom walls. Both of these evaluation
methods indicated that professional development in
Web page design is needed in our district.
- So next I created a chart of Prioritized Project Goals with
Corresponding Objectives and Assessment Procedures that will be used when training actually
occurs. The Observation Checklist for Web site Do's and Don'ts included here
will help me ascertain if participants have attained declarative knowledge
for what a
good
Web page
should
and should
not
contain.
The Reflection Questions and Rubric for Web site Audience and Purpose will
be incorporated early in the process in order to avert the necessity of site
redevelopment later
on. Here's a copy of my entire Instructional
Systems Design Project.
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I.