Assessment_Evaluation

Page maintained by Alison and Asma

__**Assessment and Evaluation**__

1. Technological Needs 2. Accommodation: Physical environment. 3. Identify Barriers 4. Equipment needed 5. Familiarity with programs being used. 6. What resources are needed? (research, articles, handouts, visuals, videos, etc) 7. Standards needed to be covered/ clarified. (Teacher standards/ student standards)
 * Needs Survey:**


 * Assessment:**
 * Types of assessment**

Formal vs. Informal

1. Observation: Application of skill in daily instruction. 2. Essay 3. Interview 4. Performance based: test scores 5. Demonstration: showing understanding of concept via presentation etc. 6. Portfolio: Tracking progress (beginning to current) 7. Rubrics: Expectations. 8. Self-peer evaluation
 * Authentic:**

1. Documenting results and judging value. (Portfolio)
 * Summative:**

1. ONGOING. 2. Used throughout the process (guides, how to guides, revision of program)
 * Formative:**

1. Setting of benchmarks 2. Activities to reach the benchmarks. 3. Product.
 * Process**

1. Background knowledge. 2. Content knowledge. 3. Appropriate use of technology integration with curriculum.
 * Pre-Assessment:**

1. Sustained knowledge. 2. Application of content.
 * Post Assessment:**

1. Quality of instruction in the workshop. 2. Follow up.
 * Evaluation:**

__**PRINCIPLES:**__

1. Methods of evaluating professional development should vary from being authentic to individualized. 2. A needs assessment should be conducted as a pre- assessment and should be used as a starting point which should improve as the activity progresses. 3. Post assessments should serve as a springboard for the requirement of additional professional developments needed. 4. Assessments should be conducted at multiple times throughout and beyond the training to measure understanding and drive instruction in a safe environment. 5. Evaluation methods for technology should be efficient, fair, and ethical. 6. Higher order thinking skills should be incorporated in a benchmark assessment at the end to measure effectiveness of professional development.