Session 6: Developing Assessment

In this course, assessment is approached as an ongoing process that is intended to inform the teaching-learning process, which requires that course participants keep a journal of their experiences. Technological tools will facilitate the assessment process as visual summaries from each session will be posted on Black Board. This documentation will inform my activities as a mediator of learning and shape the modifications I make to my instructional roadmap, reflecting the belief that all instruction is context-specific and variable and responds appropriately to the range of differences found among all learners. Documents also inform the actions of learners/teacher-candidates who need to become reflective, self-directed learners. Specifically, course participants are held responsible for monitoring and acting on their learning, which includes being aware of (1) the support they need to understand and accomplish course requirements; and (2) the actions they will take to address evolving needs. It is expected that these experiences will prepare teacher-candidates to assume a similar stance in their own classrooms.

Performance-based assessment will be employed to assess the skills of teacher candidates in applying what they have learned. Teacher-candidates will participate in the modification of a rubric to assess their emerging competencies in the use of multimedia on-line resources during the team presentations scheduled for session 7. Specifically, we will collaborate in reviewing and modifying the Multimedia Mania 2002, a 5-part rubric that includes attention to mechanical, multimedia elements, information structure, documentation, and quality of content in grading student projects. In addition, our rubric will include attention to teacher-candidates’ level of preparation and oral and written communication skills, as evidenced in their presentation style, the written handouts and information presented the media selected, in assessing their presentations.