Learning Goals and Assessment Plan

LEARNING GOALS

In the next two weeks or so, you will be working with your Field Experience Coordinator and mentor teacher to develop your two lessons, which you will teach sometime during the last two weeks of your experience. This will include writing learning goals for what you expect the students to learn, developing an assessment plan that evaluates whether and how the students met your learning goals, and creating a lesson plan that includes strategies and activities designed to support your learning goals and the unique needs of the students. Your first task will be to identify an area and topic that you are comfortable teaching and will fit in with standards and the curriculum and unit your class is currently working in.

As you consider possible topics, remember to use what you know about the context of your students and their needs as well as accountability to local, state, and national standards and the Iowa Core Curriculum. Do some thinking and investigate resources at Rod Library, the Instructional Resources and Technology Services (IRTS lab) in Schindler 222, and online. Journal with your coordinator about these topics and other ideas you may have for lesson topics.

Once you have a topic and idea, you'll journal drafts of learning goals. These are statements of what students will know or be able to do at the end of your lesson. Be careful that they are stated in a clear and measurable way and are learning outcomes, not activity descriptors or descriptions of what you will do as the teacher. For each lesson, 2-4 learning goals will probably be sufficient. You'll also want to be sure that you use a variety of goals that require a range in levels of thinking. One way to do this is to reference your learning goals to Bloom's Taxonomy, attempting to create goals from the base of the taxonomy, the middle range, as well as the higher order thinking skills. Many teachers use both Bloom's Taxonomy and a relevance continuum that creates a matrix of four learning activity types, which is part of one model of school reform. See http://www.daggett.com/rigor.html for more information. A website that suggests useful verbs, sample question stems, and potential activities and products for each level of Bloom’s Taxonomy can be found at http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm. Finally, be sure to check out examples of other Level 2 Teacher Work Samples on this webpage and attached pdf files below for more ideas.

The L2TWS also asks you to justify how your learning goals are appropriate and challenging. To do this, think about how your learning goals connect to standards, the curriculum, important life skills, and prior student learning.

ASSESSMENT PLAN

Once you've decided what you are going to teach, you must decide how you will assess whether and how students have learned. The Assessment Plan for the Level 2 Teacher Work Sample is focused most on formative assessment, which is the authentic, informal assessments that teachers do during a lesson to get quick feedback from students on how they are progressing, but also on some limited pre-assessment and post-assessment. The L2TWS also encourages you to consider utilizing assessment samples, which means that instead of gathering data from every student you gather information from a good sample of students to give a rough indication of class learning. The most important thing to consider in this section is to create a variety of assessment tools or techniques that are linked to your learning goals and measure learning outcomes in a meaningful way. Consider class discussions, observations of students’ verbal and nonverbal communication, oral questioning, rubric evaluations of products or performances, as well as traditional approaches such as quizzes or written exercises. Think about the assessment techniques that you have used with the class since the beginning of the experience. Be sure to show your coordinator the actual assessments you plan to use (questions, rubrics, worksheets, quizzes, observation forms, etc) before your lesson so he/she can make suggestions and give feedback. See the pdf files below for more extended explanation.