Project Assessment/Evaluation

In assessing the Global Understanding website we hope to have students, administrators, professional colleagues and other TEAM members visit the site, assess its format in terms of structure and user-ability, and answer a series of questions denoting whether the site has fostered an increased awareness of their own mental models, a commitment to learning more about people of other cultures before passing judgment and a willingness to open up a dialogue between cultures in order to foster understanding. The following is a simple rubric we have created as a basic assessment for rating the Key Elements required by the TEAM program.

Click on the following link to give some feedback about the Global Understanding Website: 

Discuss Global Understanding

 

EEV Key Elements Evaluation Rubric

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It includes children as desired, vital, and contributing partners with others in a
learning community. 		       

Naturally links people of all ages and backgrounds with cultural and community
resources on Long Island. The experts and the people who have passion for a
particular learning experience collaborate with children and adults to create
something (meaningful) valuable for all.

       
Naturally links family members, inviting parents, grandparents, and siblings to be
partners in learning, action, and society. 		       

Extends into and beyond school or work days to a more holistic view of life and
living. It blurs work and play or obligation/responsibility and desire/choice.

       
Builds caring, meaning, and self-worth.        
Values emotional, psychological, physical, and social well-being.        
Art, dance, music, writing, speech, and other types of expression become the
aesthetic domains of all people. Gifted communicators play leadership roles in
a system valuing the power of well articulated and designed expressions. An
electronic "expressioning" center next year in the village will interactively assist
people to develop their dreams and ideas. 		       
Crosses academic disciplines often blurring the very sense of a particular
discipline and building a holistic, natural learning experience. 		       
Is energizing and intrinsically motivating for children and adults.        

NYS curriculum and standards fit naturally within village actions. Issues of
demonstrated competencies using all levels of Bloom's taxonomy and
accountability for learning as measured by testing using valid and reliable
measures fit within EEV actions. EEV actions model acquiring skills and
knowledge while engaged in constructivist learning and activity. Learning
that engages learners is authentic and meaningful and seems naturally
motivating. Once learners are engaged and motivated, the process of learning
has the natural foundation to happen. Students learn while contributing.
Learning can be measured and reported.