Cloud Assessment

Designer’s name(s) Andrea Ferich

Peer Feedback partner’s name(s)

Assessment is a good thing
A well designed assessment is an elegant and efficient instrument for collecting data. If they’re really well designed, they tell us as much about the learner as they do about ourselves as educators. Assessments are not tests and they don’t judge us or them. They’re just a medium for both sides to communicate with one another about what kind of learning is going on.

As an educator—formal or non-formal—there’s nothing more valuable than this, even if the feedback is not what we were expecting. In a backwards design model, once you figure out what your learning goals are, you craft a tool that is capable of capturing what your students took away from the experience. And they don’t have to be long – you can learn a lot from a few thoughtfully worded questions. You can use the various assessments you’ve done for NJ Learns as examples.

For this assignment, you will hand in both the Draft Assessment and the answers to the Design Questions below. You will upload these to dropbox on Cloud Commons.

Of Note For TEAMS: Some teams will be working together to create a single assessment to be used by all members. Other teams are comprised of individuals who will each create an assessment from which all data will be brought back to the group. Some will do a little bit of both. Before you proceed ask yourself, “Which type of team are we?” Your approach to completing the assignment below may vary depending on the implementation process of your team. Also, note that there is an extension to this assignment for people working in teams.

Design Questions

1. Who is your target audience?

2. What are the intended learning outcomes of your Practicum that you’re assessing? What do you want your audience to understand/to know/to do/to be like?

-personal assest assessmemt (planning, mapping, roots, vision)

-supply & demand vs. access (Local economy)

-value of diversity and personal strengths

-tree identification

-domentation

-presentation

-watershed and foodshed

- native plants

-environmental injustice solved with sustainable community development

-green infrastructure

-value

-mapping

3. What are the products or performances your students/audience members will produce so that you have evidence of their learning?

-expressing personal interest in learning process

-taking personal concern and expressing learning objectives from personal relevance

-tree sampling and identification

-mapping assessts on greenmap

-modeling market supply and deman vs. access in planning for famers markets

-observing localized issues of flooding in raingarden construction

-volunteering personal capabilities to larger group presentation

-map interpritation

-map presenation

4. How will you know you’ve got what you’re looking for? What does excellence look like? What criteria will you use to analyze their answers?

qualitative

leadership skills: eye contact, critically engaged

quanititative: number of correct identified trees

number of mapping food sources on greenmap

produce the assessable learning objectives

educating the educators: youth participants volunteering to teach others in areas of learned expertise

Students suggest new ideas to the classroom: Video, technical support

actively involved in determining classroom objectives.

5. How will you measure their learning? Create and attach an instrument that you’ll use.

The "Delaware River Watershed" "Native Plant Map" and Community Food Assessment maps will be a collection of demonstrated achieved objectives.

6. Are there any parts you’d like your peer to pay particular attention to when reviewing?

How to encouraging collaboration and sharing of ideas

Acurate discipline. Engaging the participants.

For TEAMS:

7. How will each person on the team use this assessment?

8. What will the process be for group analysis of all the target audience feedback whether you are using one assessment or more than one?

9. How will the group incorporate the Peer Feedback?

Peer Feedback Phase:
Arrange with another NJ Learner to exchange your draft Audience Assessments. If you’re creating the draft as a team, seek another team’s feedback. All team members should contribute to the feedback.

When you are ready, share your Audience Assessment Draft Design with your peer(s) along with your answers to the Design Questions on the previous page.

*At the same time, place both in dropbox on Cloud Commons for our review and to be placed in your Certification file.*

When reviewing your peer’s Design, read your colleague’s answers to the Design Questions for additional insight into their process. When providing feedback to your peer, take special note of the focus areas they have specific questions about, as indicated in their answer to question 6.