6.+Assessment+Package

__ Assessment Design __

Our assessment package has been done by creating a variety of rubrics, reflections, and checklists. All of our assessments are linked to our learning objectives that you can find in our assessment evidence table ([|Assessment_Analysis.docx]). We feel that if the students can meet the standards provided on the rubrics and checklists then they have met the standards of our teacher training program and will be capable and positive about implementing inquiry into their classroom. We have broken the assessment down into five categories: Pre-Assessment, Formative Assessment, Summative Assessment, Post-Assessment, and Reflective Self-Assessment. Some of these assessment categories intertwine to confirm the knowledge and skills of the learners.

I. Pre-Assessment a. Our pre-assessment ([|Inquiry_Pre-assessment.docx]) will be given out with the registration information for the course. It is asked that it be completed with registration. The idea behind this is that the instructors of the course will have an opportunity to gauge prior knowledge and experience both as a teacher as well as, using, and understanding inquiry. i. The pre assessment consists of 2 experience questions, 4 attitude questions, and 8 content questions. Part of the goal of our training program is to improve attitudes of inquiry so these questions are also important to us.

II. Formative Assessment a. Our formative assessments will be assessed throughout the duration of the course. Using the provided PowerPoint and activities the instructors of this training course will be able to give the information and activities needed for the students to succeed. To assess the array of activities and presentation we have created a checklist ([|Formative Checklist.docx])that will ensure that the instructor is assessing the proper standards. i. These activities will not have hand-outs, just directions given by the instructor so there are no documents to describe these activities.

III. Summative Assessment a. The instructor will provide feedback based on the rubric ([|Inquiry_Group_Self_-_Assesment[1.docx]]) that we will provide to the students. The rubric contains all the elements that make a successful inquiry lesson. b. In addition we will have the groups perform a group self-assessment making sure that they covered all the criteria with their lesson design that we set out for them in the framework.

IV. Post-Assessment a. As part of our program we will include a final evaluation ([|Post-Training reflection.docx]) for both our course as well as the lesson they designed during our course. This will be given the final day of the course to help improve our program and to give the teachers an opportunity to reflect on the final outcome from our training program.

V. Reflective Self-Assessment a. We believe in giving teachers the opportunity to improve their own instruction so as part of our assessment package there are opportunities for teachers to practice critiquing their own lessons using the rubric we provide for them (found in the post-assessment and the summative assessment).