Education 105 Assessments
Measurement
Tool: A rubric outlining expectations for class participation
Success
Criteria: 90% at or above level 3 (performance standard)
2.a Inclusive Environment - Engage
in collaborative . . . inquiry
3.a Reflective Practice - Engage
in collaborative inquiry
4.a Culture & Politics- Engage
in collaborative . . . inquiry.
5.a Classroom Communities - Engage
in collaborative . . . inquiry
Reading Response Papers and
projects
Students
respond to the reading on a weekly basis by reflecting on their learning,
responding to prompts and creating
discussion questions.
Measurement
Tool: Rubric
Success
Criteria: 80% at or above level 3 (performance standard)
1.b Active Learning/Assessment-
Critically analyze . . . theory
2.b Inclusive Environment -
Critically analyze . . . theory
3.b Reflective Practice -
Critically analyze . . . theory
4.b Culture & Politics-
Critically analyze . . . theory
5.b Classroom Communities -
Critically analyze . . . theory
2.c Inclusive Environment -
Research and analyze . . . diversity
4.e Culture & Politics-
Recognize injustices . . . strategies for addressing them
Project: “In the Trenches”-- A Day in the Life of a
Teacher
Teachers
are observed (8 hours) and interviewed in order to gather information on the
required knowledge, skills, and orientations necessary for “good”
teaching. Students submit their journal/observation notes, script (or audible tape) from their interviews along with a summary of their
learning.
Measurement
Tool: Rubric
Success
Criteria: 70% at or above level 3 (B)
1.a Active Learning/Assessment-
Engage in collaborative . . . inquiry
2.a Inclusive Environment - Engage
in collaborative . . . inquiry
3.a Reflective Practice - Engage
in collaborative inquiry
4.a Culture & Politics- Engage
in collaborative . . . inquiry
5.a Classroom Communities - Engage
in collaborative . . . inquiry
4.d Culture & Politics-
Collaborate effectively . . . communities
Advance Organizer and Final
Paper---- Essential Elements of Teaching
Using an
advance organizer students take notes on how each text / reading is addressing
the following educational concepts that might contribute to “good”
teaching. These concepts provide the frame for the final
paper—Essential Elements of Teaching
·
Instructional
Strategies / How We Teach Students
·
Curriculum
/ What We Teach Students
·
Assessment
/ How We Measure Student Learning
·
Meaning
/ Connecting to Students’ Lives
·
Authentic
Engagement / Connecting to the Real World
·
Teaching
for Social Justice and Democracy
·
Discipline
/ Building Community
·
Addressing
Diversity / Inclusive Practices
·
Developing
a Critical Voice: Students /Teachers
·
Teacher
Orientations / Personal Qualities
Measurement
Tool: Advance Organizer Rubric
Success
Criteria: 80% at or above performance standard (2)
Measurement
Tool: Essential Elements of Teaching
Rubric (to be developed)
Success
Criteria: 70% at or performance standard
1. a Active Learning/Assessment –
Engage in collaborative . . . inquiry
2.a Inclusive Environment - Engage
in collaborative . . . inquiry
3.a Reflective Practice - Engage
in collaborative inquiry
4.a Culture & Politics- Engage
in collaborative . . . inquiry
5.a Classroom Communities - Engage
in collaborative . . . inquiry
1.b Active Learning/Assessment-
Critically analyze . . . theory
2.b Inclusive Environment -
Critically analyze . . . theory
3.b Reflective Practice -
Critically analyze . . . theory
4.b Culture & Politics-
Critically analyze . . . theory
5.b Classroom Communities -
Critically analyze . . . theory
2.c Inclusive Environment -
Research and analyze . . . diversity
EDUC 315 Assessments
Measurement
Tool: A rubric outlining expectations for class participation
Success
Criteria: 90% at or above level 3 (performance standard)
2.a Inclusive Environment - Engage in collaborative . . . inquiry
Reading Responses
Questions
addressing the up-coming reading assignments are provided at each class. These questions are answered in one of a
variety of forms to be discussed in class (see reading response rubric) and
returned to me by the following Thursday, at the latest.
Measurement
Tool: Rubric
Success
Criteria: 80% at or above level 3 (performance standard)
2.a Inclusive Environment - Engage in collaborative . . . inquiry
2.b Inclusive Environment - Critically analyze . . . theory
Research Paper OR “In My Shoes” Project
Research Paper
Each
participant researches a topic of personal interest relevant to the concept of
inclusion. This could be a paper that
focuses on a particular disability (ex. Autism, Tourette Syndrome, Dyslexia
etc.) or on a strategy/concept useful in the context of inclusion. (Cooperative
Learning, Learning Styles, Use of Graphic Organizers, Multiple Intelligences
etc.) Topics are clustered and
presentations are made to the class in the form of panel discussions.
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 70% at or above B level (performance standard)
2.a Inclusive Environment
– Engage in collaborative . . . inquiry
2. b Inclusive Environment - Critically analyze
. . . theory
2.c Inclusive Environment - Research and analyze . . . diversity
“In My Shoes” Project
Each
participant lives a disability for a day and writes a paper describing the
experience, supporting their perceptions with research and strategies for
effectively supporting students with that disability in the classroom. Simulation possibilities include spending a
day in a wheelchair (paraplegic), blindfolded (blind), with earplugs (deaf), or
using strapping and splints on limbs to provide limited mobility and
flexibility (cerebral palsy). Students
will present/discuss their experiences on a panel during class.
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 70% at or above B level (performance standard)
2.a Inclusive Environment
– Engage in collaborative . . . inquiry
2. b Inclusive Environment - Critically analyze
. . . theory
2.c Inclusive Environment - Research and analyze . . . diversity
4.e Culture & Politics- Recognize injustices . . . strategies for
addressing them
Child Study Project
All
participants spend approximately twenty hours observing, interviewing
discussing, and interacting with a student in the public school system who has
a disability. It is their job to learn
as much as they can about the student in order to describe the individual,
his/her academic history, and his/her program, as well as outline
recommendations for future programming and intervention (must include
differentiating instruction).
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 70% at or above B level (performance standard)
2.a Inclusive Environment - Engage in collaborative . . . inquiry
2.c Inclusive Environment - Research and analyze . . . diversity
2.d Inclusive Environment - Analyze, explain . . . differentiating
instruction
3.a Reflective Practice – Engage in collaborative . . . inquiry
3.d Reflective Practice - Reflect thoughtfully . . . work
4.e Culture & Politics- Recognize injustices . . . strategies for
addressing them
4.d Culture & Politics- Collaborate effectively . . . communities
EDUC 325 Assessments
Measurement
Tool: A rubric outlining expectations for class participation
Success
Criteria: 90% at or above level 3 (performance standard)
2.a Inclusive Environment
– Engage in collaborative . . . inquiry
5.a Classroom Communities - Engage in collaborative . . . inquiry
Reading
Response
Students
produce evidence of processing the weekly reading assignment by responding in
one of the following ways:
·
A written
response that addresses key understandings, connections and questions
·
An
outline that summarizes the content of the reading followed by a brief
reflection of personal connections or
insights.
·
A pictorial
representation of key learnings from the reading (this may take the form of a
collage or drawing) with a brief reflection explaining the connections.
·
A graphic
organizer or concept map that identifies key understandings and connections
developed from the reading.
Measurement
Tool: Rubric
Success
Criteria: 80% at or above level 3 (performance standard)
2.a Inclusive Environment
– Engage in collaborative . . . inquiry
2. b Inclusive Environment - Critically analyze
. . . theory
5.a Classroom Communities - Engage in collaborative . . . inquiry
5.b Classroom Communities - Critically analyze . .
. theory
Groups are assigned the
challenge of reviewing one section of material previously covered in order to
create a review activity for the entire class.
Each group has 20 minutes to engage the class in a stimulating task that
will provide new opportunities to reconnect with the previously learned
material.
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 80% at or above B level (performance standard)
5.a
Classroom Communities - Engage in collaborative . . . inquiry
5.b Classroom
Communities - Critically analyze . . . theory
Students
are asked to observe for management and motivation issues/strategies in a
classroom for 8 - 10 hours over the course of the semester. All projects include . . .
·
An overview of
the setting/context and diagram or description of the classroom set-up
·
A detailed
journal or notes of your observations attached as an appendix
In addition the project includes . . .
·
A 6-7 page
paper, Power Point presentation or oral presentation with visuals that :
~ describes classroom policies, rules,
expectations.
~ analyzes the teacher’s approach to management and
is supported by the readings / research that
we’ve discussed in class and your own thoughts on how the teacher’s approach is
working or not working.
~ provides suggestions for enhancing the community
and increasing motivation to learn.
~ provides a summary of how you will apply what you
have learned
OR
·
A portfolio that
clearly documents your learning over the course of the semester and includes
all assignments and revisions; a brief reflection (paragraph) focusing on your
learning and growth for each assignment; a 3-4 page analysis of your field
experience with key learnings, connections and applications; and a 1-2 page
reflection describing your overall learning from the course.
OR
·
A Power Point
or oral presentation with visuals that summarizes how the student will apply
what she/he have learned and is supported by information from all texts along
with being strongly supported by the classroom observation.
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 70% at or above B level (performance standard)
3.a
Reflective Practice - Engage in collaborative inquiry
3.b
Reflective Practice - Critically analyze . . . theory
3.d
Reflective Practice - Reflect thoughtfully . . . work
5.a
Classroom Communities - Engage in collaborative . . . inquiry
5.b Classroom Communities - Critically analyze . .
. theory
5.d
Classroom Communities - Organize and manage . . . effectively
EDUC 405 Assessments
Measurement
Tool: A rubric outlining expectations for class participation
Success Criteria:
90% at or above level 3 (performance standard)
1.a Active Learning/Assessment
- Engage in collaborative inquiry
3.a Reflective Practice - Engage in collaborative inquiry
Reading Responses
Students
respond to the reading each week.
Specific prompts are provided. A
narrative OR graphic format may be used for these responses. One reading response entails a class
presentation on a math topic using the Math
Matters and About Teaching
Mathematics as resources.
Measurement
Tool: Rubric
Success Criteria:
80% at or above level 3 (performance standard)
1.a Active Learning/Assessment-
Engage in collaborative . . . inquiry
1.b Active Learning/Assessment- Critically analyze . . . theory
3.a Reflective Practice - Engage in collaborative inquiry
3.b Reflective
Practice - Critically analyze . . . theory
3.d
Reflective Practice - Reflect thoughtfully . . . work
6.a
Content/Subject Matter - Engage in collaborative . . . inquiry
Task Analysis
Students
break down an intended student learning into all of its learning steps and
reflect on the process.
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 100% at or above B level (performance standard)
3.c Reflective Practice - Create short and long range . . . plans
3.d Reflective Practice - Reflect thoughtfully . . . work
4.c Culture & Politics- Analyze the NYS . . . standards
Midterm Project
Students observe Math and Science teachers in action on
the Annenburg Foundation web site (www.learner.org) and analyze their classroom
decisions around Madeline Hunter’s Decision Making Model of instruction. They are asked to . . .
·
View
and analyze approximately 60 minutes of recorded classroom experiences from
Math AND Science classrooms
·
describe
the connections made and how the lessons observed support or dispute their
learning in class, in the text, and in their field experience classrooms.
·
discuss
what was learned about effective math or science instruction by watching the
classroom situations.
·
create
one lesson that extends or supports any of the lessons observed.
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 70% at or above B level (performance standard)
1.a Active Learning/Assessment - Engage in collaborative . . . inquiry
1.b Active Learning/Assessment- Critically analyze . . . theory
3.a Reflective Practice - Engage in collaborative inquiry
3.b
Reflective Practice - Critically analyze . . . theory
3.c
Reflective Practice - Create short and long range . . . plans.
3.d
Reflective Practice - Reflect thoughtfully . . . work
4.c Culture & Politics- Analyze the NYS . . . standards
6.a
Content/Subject Matter - Engage in collaborative . . . inquiry
Field Experience Project
Students
write up three lesson plans that they taught in their field experience
classroom. Each lesson plan must be
accompanied by a written reflection that describes the decision making process,
the strengths and weaknesses of the lesson, and how the student might alter the
lesson if taught again.
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 80% at or above B level (performance standard)
1.a Active Learning/Assessment – Engage in collaborative . . . inquiry
1.c
Active Learning/Assessment- Applied varied technology
2.d
Inclusive Environment - Analyze, explain . . . differentiating instruction
3.a Reflective Practice - Engage in collaborative inquiry
3.c Reflective Practice - Create short and long range . . . plans
3.d
Reflective Practice - Reflect thoughtfully . . . work
4.c Culture & Politics- Analyze the NYS . . . standards
4.d
Culture & Politics- Collaborate effectively . . . communities
5.c
Classroom Communities - Analyze, develop . . . cooperative learning
5.d
Classroom Communities - Organize and manage . . . effectively
6.a
Content/Subject Matter - Engage in collaborative . . . inquiry
6.b
Content/Subject Matter - Critically analyze . . . theory
6.c
Content/Subject Matter - Collaborate with content experts
Final Project
Students
develop an Integrated Curriculum Unit that addresses either math or science at
the elementary level and at least one additional content area. This unit includes . . .
·
Standards/Indicators
addressed
·
Unit
description
·
Rationale
·
Essential
questions
·
What
students will know and be able to do as a result
·
Outline
of assessments used including at least two performance tasks
·
Criteria
used to assess including one substantial rubric
·
A
summary description of the teaching and learning experiences involved in the
entire unit
·
An
outline / timeline for the unit
·
Evidence
of cooperative learning
·
Evidence
of differentiating instruction
·
Application
of technology (other than powerpoint)
·
A
bibliography and list of teacher resources
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 70% at or above B level (performance standard)
1.a Active Learning/Assessment - Engage in collaborative . . . inquiry
1.c
Active Learning/Assessment- Applied varied technology
1.d
Active Learning/Assessment - Develop a variety of . . . tasks
2.d Inclusive
Environment - Analyze, explain . . . differentiating instruction
3.a Reflective Practice - Engage in collaborative inquiry
3.c Reflective Practice - Create short and long range . . . plans
4.c Culture & Politics- Analyze the NYS . . . standards
5.c
Classroom Communities - Analyze, develop . . . cooperative learning
6.a
Content/Subject Matter - Engage in collaborative . . . inquiry
6.b
Content/Subject Matter - Critically analyze . . . theory
EDUC 406 Assessments
Measurement
Tool: A rubric outlining expectations for class participation
Success
Criteria: 90% at or above level 3 (performance standard)
1.a Active Learning/Assessment – Engage in collaborative inquiry
3.a Reflective Practice - Engage in collaborative inquiry
Reading Responses
Students
respond to the reading each week.
Specific prompts are provided. A
narrative OR graphic format may be used for these responses. One reading response entails a class
presentation on a math topic using the Math
Matters and About Teaching
Mathematics as resources.
Measurement
Tool: Rubric
Success
Criteria: 80% at or above level 3 (performance standard)
1.a Active Learning/Assessment – Engage in collaborative . . . inquiry
1.b Active Learning/Assessment- Critically analyze . . . theory
3.a Reflective Practice - Engage in collaborative inquiry
3.b
Reflective Practice - Critically analyze . . . theory
3.d
Reflective Practice - Reflect thoughtfully . . . work
6.a
Content/Subject Matter - Engage in collaborative . . . inquiry
Task Analysis
Students
break down an intended student learning into all of its learning steps and
reflect on the process.
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 100% at or above B level (performance standard)
3.c Reflective Practice - Create short and long range . . . plans
3.d Reflective Practice - Reflect thoughtfully . . . work
4.c Culture & Politics- Analyze the NYS . . . standards.
Midterm Project:
The
students, task is to learn as much as they can about effective strategies for
instruction and assessment specific to their content area. This project is divided into two supporting
sections.
~ Content Methodology: Resource Collection and Analysis
Students
will develop a collection of resources (articles, books, websites etc.) that
will support them in teaching their specific content area. They will also interview and discuss the
teaching of their content area with a faculty member of their choice. Their learnings are summarized in a paper
that addresses the questions “What do I know now?” and “How will I use it?”
~ Content Methodology: Lesson Observation and
Analysis
The task is to observe teachers in action on the Annenburg
Foundation web site (www.learner.org) and analyze their classroom decisions
around Madeline Hunter’s Decision Making Model of instruction. Students are asked to . . .
·
view
and analyze approximately 60 minutes of recorded classroom experiences in their
content area
·
describe
the connections made and how the lessons
observed support or dispute what they have been learning in class, in the text,
in the research and in the field experience classrooms.
·
discuss
what was learned about effective instruction in their content area by viewing
the lessons on the Annenburg site.
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 70% at or above B level (performance standard)
1.a Active Learning/Assessment – Engage in collaborative . . . inquiry
1.b Active Learning/Assessment- Critically analyze . . . theory
3.a Reflective Practice - Engage in collaborative inquiry
3.b
Reflective Practice - Critically analyze . . . theory
3.d
Reflective Practice - Reflect thoughtfully . . . work
4.c Culture & Politics- Analyze the NYS . . . standards
6.a
Content/Subject Matter - Engage in collaborative . . . inquiry
6.c
Content/Subject Matter - Collaborate with content experts
Field Experience Project
Students
write up three lesson plans that they taught in their field experience
classroom. Each lesson plan must be
accompanied by a written reflection that describes the decision making process,
the strengths and weaknesses of the lesson, and how the student might alter the
lesson if taught again.
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 80% at or above B level (performance standard)
1.a Active Learning/Assessment – Engage in collaborative . . . inquiry
1.c
Active Learning/Assessment- Applied varied technology
2.d
Inclusive Environment - Analyze, explain . . . differentiating instruction
3.a Reflective Practice - Engage in collaborative inquiry
3.c Reflective Practice - Create short and long range . . . plans
3.d
Reflective Practice - Reflect thoughtfully . . . work
4.c Culture & Politics- Analyze the NYS . . . standards
4.d
Culture & Politics- Collaborate effectively . . . communities
5.c
Classroom Communities - Analyze, develop . . . cooperative learning
5.d
Classroom Communities - Organize and manage . . . effectively
6.a Content/Subject
Matter - Engage in collaborative . . . inquiry
6.b
Content/Subject Matter - Critically analyze . . . theory
6.c
Content/Subject Matter - Collaborate with content experts
Final Project
Students
develop an Integrated Curriculum Unit that addresses either math or science at
the elementary level and at least one additional content area. This unit should include . . .
·
Standards/Indicators
addressed
·
Unit
description
·
Rationale
·
Essential
questions
·
What
students will know and be able to do as a result
·
Outline
of assessments used including at least two performance tasks
·
Criteria
used to assess including one substantial rubric
·
A
summary description of the teaching and learning experiences involved in the
entire unit
·
An
outline / timeline for the unit
·
Evidence
of cooperative learning
·
Evidence
of differentiating instruction
·
A
bibliography and list of teacher resources.
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 70% at or above B level (performance standard)
1.a Active Learning/Assessment – Engage in collaborative inquiry
1.c
Active Learning/Assessment- Applied varied technology
1.d
Active Learning/Assessment - Develop a variety of . . . tasks
2.d
Inclusive Environment - Analyze, explain . . . differentiating instruction
3.a Reflective Practice - Engage in collaborative inquiry
3.c Reflective Practice - Create short and long range . . . plans.
4.c Culture & Politics- Analyze the NYS . . . standards
5.c
Classroom Communities - Analyze, develop . . . cooperative learning
6.a Content/Subject
Matter - Engage in collaborative . . . inquiry
6.b
Content/Subject Matter - Critically analyze . . . theory
Education 408 and 410 Assessments
Education
408 and 410 are two unique interrelated courses. They are comprised of two student teaching
experiences (410) along with a supporting class (408- Portfolio Development and
Analysis) that facilitates discussion, reflection and guides the students in
the creation of final portfolio demonstrating standards based competencies.
Student
Teaching
Measurement
Tool: Rubric
Success
Criteria: 90% at or above B level (performance standard)
Portfolio
Measurement
Tool: Rubric (performance standard)
Success
Criteria: 90% at or above B level (performance standard)
1.a
Active Learning/Assessment – Engage in collaborative - inquiry
1.c Active
Learning/Assessment- Applied varied technology
1.d
Active Learning/Assessment - Develop a variety of . . . tasks
2.a Inclusive Environment
– Engage in collaborative . . . inquiry
2.c Inclusive Environment - Research and analyze . . . diversity
2.d Inclusive Environment - Analyze, explain . . . differentiating
instruction
3.a Reflective Practice - Engage in collaborative inquiry
3.c Reflective Practice - Create short and long range . . . plans.
3.d
Reflective Practice - Reflect thoughtfully . . . work
4.a Culture & Politics –
Engage in collaborative . . . inquiry
4.c Culture & Politics- Analyze the NYS . . . standards
4.d
Culture & Politics- Collaborate effectively . . . communities
4.e
Culture & Politics- Recognize injustices . . . addressing them
5.a Classroom Communities
- Engage in collaborative . . . inquiry
5.c Classroom Communities
– Analyze, develop . . . cooperative learning
5.d Classroom Communities
- Organize and manage . . . effectively
6.a
Content/Subject Matter - Engage in collaborative . . . inquiry
6.c Content/Subject Matter – Collaborate with content
experts
6.d Content/Subject Matter – Analyze, develop . . .
literacy practices