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Copyright 2003, the Crown in Right of Alberta, as represented by the Minister of Learning. Alberta Learning, 44 Capital Blvd, 10044 108 St. NW, Suite 800, Edmonton, Alberta, Canada, T5J 5E6. Every effort has been made to provide proper acknowledgement of original sources. If cases are identified where this has not been done, please notify Alberta Learning so appropriate corrective action can be taken. Permission is given by the copyright owner for any person to reproduce this resource, or any part thereof, for educational purposes and on a nonprofit basis, except for thos e parts for which Alberta Learning does not hold copyright .
Acknowledgements
Alberta Learning wishes to acknowledge the contributions of the following individuals:
Alberta Learning
Pat Redhead, Project Chair Bonnie Brooks Joe Friesenhan Raja Panwar Phil Campbell Teddy Moline Denise Stocco Document Production Unit Stakeholder Technology Branch Stakeholder Technology Branch Information and Technology Management Curriculum Branch Learner Assessment Branch Learning and Teaching Resources Branch French Language Services Branch Learning and Teaching Resources Branch
Writing Team
Doug Knight, Project Manager Barry Allen Carol Caulfield Barry Edgar Dave Erickson Elizabeth Fargey Jennifer MacLean Kyla Popik Martina Schmidt Cliff Sosnowski Priscilla Theroux Joni Turville Sandra Unrau Evie Van Scheik Nancy Weber Knight Research and Consulting Services Chinooks Edge School Division No. 73 Parkland School Division No. 70 Edmonton School District No. 7 Peace River School Division No. 10 Red Deer School District No. 104 Edmonton Catholic Separate School District No. 7 Foothills School Division No. 38 Science Alberta Charter School Edmonton Catholic Separate School District No. 7 Calgary Roman Catholic Separate School District No. 1 St. Albert Protestant Separate School District No. 6 Calgary School District No. 19 Wolf Creek School Division No. 72 Edmonton School District No. 7
Revision Team
Robert Hogg, Coordinator Dale Armstrong, Coordinator Sherry Bennett Alanna Cellini Carol French Linda Glasier Bette Gray Donna Griffin Laurie Hawley Gary Heck Sharon Horne Carol Anne Inglis Dean Jarvey Jaime Johansson Daylene Lauman Tanis Marshall Kathy McCabe Anne Mulgrew Robert Smith Priscilla Theroux Joni Turville Ron Tyler Anna Wong Alberta Assessment Consortium (AAC) J.D. Armstrong Consulting S.R. Bennett Consulting Student, University of Alberta, Faculty of Education Student, University of Alberta, Faculty of Education Student, University of Alberta, Faculty of Education Parkland School Division No. 70 Elk Island Public Schools Regional Division No. 14 Parkland School Division No. 70 Heck Leadership and Consulting Services, Inc. Golden Hills School Division No. 75 Edmonton School District No. 7 Calgary Roman Catholic Separate School District No. 1 Integrity Consulting Edmonton School District No. 7 Edmonton School District No. 7 Edmonton School District No. 7 Edmonton School District No. 7 Parkland School Division No. 70 Calgary Roman Catholic Separate School District No. 1 St. Albert Protestant Separate School District No. 6 Chinooks Edge School Division No. 73 Student, University of Alberta, Faculty of Education
Table of Contents
Introduction ................................................................................................................................. Guiding Principles ........................................................................................................................ Principle 1: Assessment should be continuous ...................................................................... Principle 2: Assessment should be collaborative .................................................................... Principle 3: Assessment should be comprehensive ................................................................ Principle 4: Assessment should include criteria ...................................................................... Components ................................................................................................................................ Curriculum and Assessment Matrices .................................................................................... ICT Performance Assessments ............................................................................................. Developing Your Own Performance Assessments .................................................................. Criteria for Designing Performance Assessment Tasks ........................................................... Criteria for Designing Rubrics ................................................................................................ Student Self-reflection ........................................................................................................... Sample Student Profile ......................................................................................................... Communicating Student Learning .......................................................................................... Appendices A. Sample English Language Arts Assessment Task ............................................................. Single Rubric Combining ELA and ICT Outcomes ........................................................ Separate Rubrics for ELA and ICT Outcomes .............................................................. Evaluation Tools for ICT Outcome Categories F and P .................................................. Division 1 .................................................................................................................. Division 2 .................................................................................................................. Sample Performance Assessment Tasks and Rubrics for ICT Outcome Category C ......... Division 1 .................................................................................................................. Division 2 .................................................................................................................. 23 26 27 29 30 32 35 35 67 1 7 7 8 8 8 11 11 12 14 17 18 19 21 22
B.
C.
D. E.
Sample Student Self-reflection Tools ................................................................................ 115 Student Profiles .............................................................................................................. 119
Glossary ...................................................................................................................................... 127 References .................................................................................................................................. 129 This tool kit with blackline masters of student assessment tasks, rubrics, worksheets and other assessment tools is also available at <http://www.learning.gov.ab.ca/k_12/curriculum/bysubject/ict/>.
Introduction
Learning is enhanced when assessment strategies match the learner outcomes and are aligned to instruction assessment is integrated with instruction (unit and lesson planning) assessment relates new concept(s) to previous learning students are involved with their own assessment students get immediate, meaningful feedback students of all ability levels are able to demonstrate what they know and what they can do assessment engages and motivates students.
Alberta Assessment Consortium (AAC), 2000, p. 2
Teachers play a central role in the assessment and evaluation of student learning. Their authority and responsibility is established in the School Act (RSA 2000) (s18(e)) that states, Teachers regularly evaluate students and periodically report the results of the evaluation to the students, the students parents and the board. Technology is defined as the processes, tools and techniques that alter human activity the employment of tools, machines, materials and processes to do work, produce goods, perform services or carry out other useful activities (Alberta Learning, 20002003, p. 47). The Information and Communication Technology (ICT) competencies outlined in the ICT program of studies are basic life skills for a digital world that enable students to function in a knowledge-based economy and an information-rich society. These skills are no longer optional or complementary. They are an essential component of a students preparation for life and the world of work. The ICT curriculum is not intended to stand alone, but to be integrated within the programs of study for language arts, mathematics, science and social studies. Selected ICT outcomes are blended with core learner outcomes within a common context, such as a project, lesson or activity. The long-range goal is for ICT learner outcomes to be included and contextualized within core and other programs of study.
While schools play a variety of important social, custodial and organizational roles in communities, we assume that their primary obligation should be to help students to learn how to recognize and solve problems, comprehend new phenomena, construct mental models of those phenomena, and, given a new situation, set goals and regulate their own learning (learn how to learn).
Jonassen, Peck and Wilson, 1999, p. 7
Introduction / 1 2003
The Information and Communication Technology Program of Studies articulates a set of learner outcomes to be achieved over 12 grades of schooling. In making decisions about instructional planning and assessment, these outcomes: are sequenced for each of the four divisions (Grades K3, 46, 79 and 1012) can be placed into a scope and sequence that specifies which outcomes are taught in particular courses and grade levels (see www.learning.gov.ab.ca/ict for a document describing how to adapt a scope and sequence framework, and for sample frameworks) may be introduced at any time within the division, but are to be achieved no later than the third, sixth, ninth and twelfth grade levels, respectively are to be assessed and evaluated within the language of learning can be assessed and evaluated formatively or summatively when ICT learner outcomes and other learner outcomes remain separate but are part of a common assessment task; and can be reported to students, parents and others as separate marks are to be assessed and evaluated formatively and summatively when ICT learner outcomes are included and contextualized within core or other programs of studies; and are to be reported to students, parents and others as part of the subject mark (see Appendix A, pages 2328 for an English language arts sample with ICT outcomes included and contextualized).
Figure 1, on the following page, illustrates the relationship between the ICT program of studies and other programs of study. Figure 2, on page 4, is a general model of classroom assessment that shows the relationship between assessing, evaluating and reporting student learning. A glossary of educational terms used throughout this document can be found on page 127.
Figure 1
ICT
SOCIAL STUDIES OTHER
SCIENCE
Introduction / 3 2003
Figure 2 1
Classroom Assessment
Assessment methods or strategies (collect information on student achievement and performance to improve student learning)
Evaluation methods or strategies (judgement regarding the quality, value or worth of a response)
Communication (reporting) methods or strategies (inform the student, parents and others about what has been accomplished and what the next steps are in the learning process)
Formative
Student profile Personal communication Home response journal Individualized program plan (IPP) Portfolio Student self-reflection Open classroom Celebration of learning Student-led conference
Summative
Report card
The purpose of the Classroom Assessment Tool Kit is to assist teachers in selecting and developing classroom assessment strategies for evaluating C category learner outcomes (Figure 3) in the context of other core subjects and courses. C category (Communicating, Inquiring, Decision Making and Problem Solving) learner outcomes involve the ability to use a variety of processes to critically assess information, manage inquiry, solve problems, do research and communicate with a variety of audiences. Students are expected to apply their knowledge and skills in real-life situations (Alberta Learning, 20002003, p. 2). C category learner outcomes are best assessed using performance assessments that are meaningful, authentic, engaging, interesting, and age- and curriculum-appropriate. According to the literature, performance assessment is a closer measure of students abilities to achieve aspirations, than are conventional forms of testing (Eisner 1999). Performance assessment tasks and rubrics for evaluating some C category outcomes are available in Appendix C, pages 35113.
Figure 3
Communicating, Inquiring, Decision Making and Problem Solving
C1 Students will access, use and communicate information from a variety of technologies. Students will seek alternative viewpoints, using information technologies. Students will critically assess information accessed through the use of a variety of technologies. Students will use organizational processes and tools to manage inquiry. Students will use technology to aid collaboration during inquiry. Students will use technology to investigate and/or solve problems. Students will use electronic research techniques to construct personal knowledge and meaning.
1
C2
2
C3
3
C4
4
C5
5
C6
6
C7
Introduction / 5 2003
F category (Foundational Operations, Knowledge and Concepts) and P category (Processes for Productivity) learner outcomes are an important support for students to demonstrate C category outcomes. Checklists and rating scales appropriate for evaluating some F and P category outcomes are available in Appendix B, pages 2933.
Figure 4
Foundational Operations, Knowledge and Concepts
F1 F2 F3 F4 F5 Students will demonstrate an understanding of the nature of technology. Students will understand the role of technology as it applies to self, work and society. Students will demonstrate a moral and ethical approach to the use of technology. Students will become discerning consumers of mass media and electronic information. Students will practise the concepts of ergonomics and safety when using technology. Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
F6
Guiding Principles
Assessment, evaluation and communication of student achievement and growth are essential parts of the teaching and learning process. Each part of the teaching and learning process should be a positive experience for students and promote personal growth. Practices should be carried out in such a way that they support continuous 2 learning and development. To assist students in meeting the aim of the ICT program of studies, assessment should be a continuous, collaborative and comprehensive process that includes clearly identified and communicated criteria. The following principles, adapted from the Physical Education Guide to Implementation (Alberta Learning, 2000), are essential for effective assessment and evaluation of ICT learner outcomes: Principle 1: Principle 2: Principle 3: Principle 4: Assessment should be continuous Assessment should be collaborative Assessment should be comprehensive Assessment should include criteria.
Assessment practices should be carried out in such a way that they support and enhance ongoing student learning and development. Assessment practices should: require demonstration of both core subject and ICT learner outcomes promote student learning be part of instruction in a variety of contexts, using varied methods and instruments that match learner outcomes be part of an ongoing process rather than a set of isolated events focus on both process and product provide information about students prior learning provide ongoing feedback about the effectiveness of instruction enable students to demonstrate their knowledge and skills provide opportunities for students to revise their work in order to set goals and improve their learning provide a status report on how well students can demonstrate learner outcomes at that time.
2. Adapted with permission from the Alberta Assessment Consortium (AAC), A Framework for Student Assessment (Edmonton, AB: Alberta Assessment Consortium, 1997), p. 14.
Students benefit when they are involved in the assessment process. Assessment practices should help and encourage students to: be responsible for their own learning and develop a positive attitude toward the use of technology in meaningful, real-world situations be involved in establishing criteria for evaluating their products or performances work together to learn and achieve outcomes feel competent and successful using technology set goals for further improvements.
Assessment practices should address learner outcomes and include a variety of strategies that meet the diverse learning needs of students. Assessment practices should: be developmentally appropriate, age-appropriate, genderbalanced, and consider students cultural and special needs be constructive, build on student strengths, and encourage further learning by creating positive atmospheres and self-images enable students to demonstrate ICT proficiencies: in many different contexts and subjects in meaningful, real-life situations enable students to demonstrate that ICT proficiency is transferable across contexts and subjects include multiple sources of evidence (formal and informal) provide opportunities for students to demonstrate what they know, understand and can do.
Assessment practices should identify and clearly define the critical aspects of performance for demonstrating student learning. Assessment practices should: involve students in identifying and/or creating criteria communicate the criteria used to evaluate student work before students begin tasks so they can plan for success provide students with rubrics to indicate performance levels be communicated to students so that they understand expectations related to learner outcomes. Achievement is based on demonstration of learner outcomes rather than comparing one students performance to anothers. Comparing one students proficiencies to anothers does not motivate students to achieve and frequently has the reverse effect. Meaningful, relevant and realistic criteria for achieving learner outcomes can motivate students to take responsibility for their own learning and develop a lifelong desire to use technology wisely.
A good assessment instrument can be a learning experience. But more to the point, it is extremely desirable to have assessment occur in the context of students working on problems, projects or products that: genuinely engage them hold their interest motivate them to do well. Such exercises may not be as easy to design as the standard multiple -choice entry, but they are far more likely to elicit a students full repertoire of skills and to yield information that is useful for subsequent advice and placement.
Gardner, 1993, p. 178
Components
Curriculum and Assessment Matrices
The learner outcomes of the ICT program of studies identify sets of competencies that are best demonstrated in meaningful activities and projects, rather than as discrete and isolated mini-skills. Several outcomes can be assessed within one activity. Also, more reliable information on student achievement can be collected through several activities or projects. The sample matrix below illustrates how activity codes are assigned to sample assessment tasks. For example, performance assessment task ELA201.01 is an activity code meaning English Language Arts 20, assessment task number 1 for this course. This assessment task will evaluate ICT learner outcomes C3 and C7. C3.4.1 assess the authority, reliability and validity of electronically accessed information C3.4.2 demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic C7.4.1 use appropriate strategies to locate information to meet personal needs C7.4.2 analyze and synthesize information to determine patterns and links among ideas
Sample Division 4
Assessment ICT Outcomes <Title> PM20.01 <Title> BIO20.01
C1.4.1
<Title> ELA201.01
<Title> CHEM20.01
C1.4.2
<Title> PHYS20.02
C1
Access, use and communicate information
C2
Seek alternative viewpoints
C3
Critically assess information
C3.4.1
C3.4.1, C3.4.2
C4
Use organizational processes and tools
C5
Use technology to aid collaboration
C6
Investigate and solve problems
C7
Use electronic research techniques
Components / 11 2003
This Classroom Assessment Tool Kit provides sample assessment tasks in Appendix C for Grades 3 and 6 level courses. The sample assessment tasks incorporate outcomes from one or more of the core subject areas. These tasks are provided as illustrations and are but one component of a quality classroom assessment program. These examples are intended to demonstrate: how ICT outcomes can be assessed and evaluated how ICT and core subject outcomes can be incorporated in the same assessment task yet provide distinct information about each set of outcomes what good performance assessment tasks look like. Each sample assessment has four parts: 1. learner outcomes 2. criteria for assessing student products and performances 3. student assessment tasks 4. rubrics to evaluate student performance.
Tasks
Tasks are meaningful activities designed to reveal whether students are able to demonstrate the learner outcomes of the ICT program of studies and of one or more core subjects in a real-life context. The tasks require that students have had relevant learning experiences and instruction prior to undertaking the assessment tasks. These task activities are examples only. Teachers are encouraged to modify them to meet the needs and circumstances of their students. The availability of resources, such as software, computers and Internet connections, will determine which tasks are most appropriate. Student interest and readiness should also be taken into consideration.
Rubrics
Rubrics further clarify what is expected of students by describing task assessment criteria and levels of task performance. Two rubrics are provided for each task. As these tasks are principally designed to measure ICT learner outcomes, the rubrics provide only those criteria that match the specific outcomes and criteria listed in the ICT rubric. Core subject rubrics are also provided for the evaluation of learner outcomes. Prior to using the rubrics in Appendix C, teachers should ensure that students understand the language used in each rubric. It is essential to discuss the rubric so that the language becomes understandable to students. This is a great opportunity to help students expand their vocabulary and clarify what is expected of them. When student work is judged limited or insufficient, teachers need to make decisions about appropriate interventions to help students improve. One possibility is for teachers and students to work together to establish learning goals. All students can benefit from setting learning goals. (See Student Learning Goals at the end of each rubric and in the Sample Student Profile on page 21.) Other sources of performance assessment information are included in the reference section of the Classroom Assessment Tool Kit and on Web sites, such as www.aac.ab.ca and www.2Learn.ca. 12 / Classroom Assessment Tool Kit 2003 Information and Communication Technology (Div. 1 and Div. 2)
Alberta Learning, Alberta, Canada
Level 4 Excellent
Meaning The student meets the standard of excellence for the grade, demonstrates exemplary performance or understanding, shows creativity.
3 Proficient
The student meets the acceptable standard for the grade by demonstrating solid performance or understanding.
This is a Yes.
2 Adequate
The student just meets the acceptable standard for the grade. Performance and understanding are emerging or developing, some errors are being made, grasp is not thorough. The student is not yet meeting the acceptable standard for the grade and has serious errors, omissions or misconceptions.
1 Limited*
This is a No, but there is some basis for making improvement. The teacher needs to make decisions about appropriate interventions to help the student improve.
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
This is a No judgement can be made. The teacher must decide: if the student should redo the task if more time should be provided to complete the task if a different task at the students ability level should be assigned if further instruction leading to reassessment should be provided if the task is inappropriate for the student and should be scrapped.
* When work is judged limited or insufficient, teachers need to make decisions about appropriate interventions to help students improve.
3. Adapted with permission from the Alberta Assessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), pp. 4849.
Components / 13 2003
The following are suggestions for developing and using performance assessments. Collect examples of performance assessment tasks and rubrics. Have ongoing discussions with colleagues about assessment tasks and rubricswhats working and whats not. Work with others in your school or department to develop common language about assessments and grading. Develop a plan of action for including more products or performances in your assessment program. Add one self-reflective activity during the week. Add one performance assessment with criteria and scoring rubric per grading period. Visit Web sites that provide examples of performance assessment tasks and rubrics.
When developing performance assessments, begin by selecting subject and ICT learner outcomes. Three to five learner outcomes for each is an appropriate goal. Once students have completed a task, they should be given an opportunity to reflect on their performance and set goals for future learning. This allows teachers and students to link assessment results to teaching and learning. A sample planning template is provided below.
CRITERIA are evidence that the student has achieved the outcomes Each student will:
The following templates are for developing student assessment tasks and rubrics.
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
* When work is judged limited or insufficient, the teacher makes decisions about appropriate
interventions to help the student improve.
Components / 15 2003
Student ___________________________________
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
* When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
b.
c. d. e. f. g. h. i. j. k. l.
m. engage students so their interest and enthusiasm will be sustained n. o. p. merit the time and energy required to complete it provide an evaluation rubric matched with the criteria provide students with the criteria and opportunities to reflect on, selfevaluate and improve their performance?
4. Adapted with permission from the Maryland Assessment Consortium, Performance Task Rubric (Linthicum, MD: Maryland Assessment Consortium, 1994).
Components / 17 2003
Fully Do the rubric descriptors: a. state criteria in specific terms using action verbs b. address expected learner outcomes c. describe what students are to know and do d. address the same criteria, in the same order and number at each level e. describe measurable qualities of a performance or product (not quantities) f. use age-appropriate, helpful, understandable and succinct language g. use parallel language at each level h. clearly distinguish one performance or product level from the others?
Partly
Student Self-reflection
Students do better when they understand the goal, see models and know how their performance compares to learner outcomes. Sample Student Self-reflection Tools are provided in Appendix D, pages 115117, to encourage students to think about how they have performed, review what has been learned and set goals for further 5 learning.
Rationale5
Learning increases when students are involved in the assessment process. Underlying the various approaches [to improving classroom assessment] are assumptions about what makes for effective learningin particular that students have to be actively involved [in the assessment process].
Black and Wiliam, 1998, p. 5
Learner outcomes are clarified when students assist in describing the criteria used to evaluate the performance. Students can reach any target they know about and that holds still for them.
Stiggins, in Davies, 2000, p. 19
Students are motivated to learn when they are involved in determining performance criteria and setting goals. Rubrics offer a means for educators to motivate students through classroom assessment. Students, who are given a voice in their grading, also are given a clear understanding of what is expected from them and the assurance that their accomplishments will be recognized. Thus, the process creates a safe environment for students to take creative risks.
Stix, 1996, p. 51
Students understand how they learn when they assess their own learning. When students assess themselves they develop insights into their own learning.
Gregory, Cameron and Davies, 2000b, p. 10
5. Adapted with permission from the Alberta Assessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), pp. 3032.
Components / 19 2003
identify and determine important criteria for a task (use brainstorming and discussions that analyze student samples to develop a critical elements list) write descriptors in student-friendly language create their own rubrics for open-ended tasks (begin by having students write criteria for simple things, like the ideal birthday party, being a good friend or expected classroom behaviours) generate or choose samples that demonstrate or reflect each performance level.
5
Initiating teacherstudent communication As teachers move about classrooms during the administration of performance assessments, they should: provide continual feedback to students observe student progress encourage students to continuously self-assess assist students with difficulties.
5
Using Pause-and- Think Have students pause briefly to think about their work and what they have learned. The reflection should be guided and specific. Students could reflect on their progress, their learning, what they did not understand, what comes next or changing goals. After Pause-and-Think, students could complete the following activities. Share Turn to a partner and describe what they learned. Look for proofSelect and comment on a work sample that demonstrates an aspect of their learning. Connect to criteriaExplain how they have met the criteria. Relate the learningConnect current concepts to past learning or find examples of the concepts in other contexts. Self/Peer assessment Use the rubric to evaluate their own or another students product or performance, and suggest what works, what doesnt and whats missing.
5. Adapted with permission from the Alberta Assessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), pp. 3032.
A profile of the various levels of achievement on general ICT outcomes, in the context of core subjects, provides a visual and ongoing record of student performance. Student profiles are rating scales that may be used to record and communicate students levels of performance based on C category ICT learner outcomes. This information could be taken from an ICT scope and sequence developed by the school or jurisdiction. (See www.learning.gov. ab.ca/ict for a document describing how to adapt a scope and sequence framework, and for sample frameworks.)
Division 1
Date:
C1
Students will access, use and communicate information from a variety of technologies. C1.1.1 access and retrieve appropriate information from electronic sources for a specific inquiry
C3
Students will critically assess information accessed through the use of a variety of technologies. C3.1.1 compare and contrast information from similar types of electronic sources Student Learning Goals Area of need (Whats hard for me): Finding information that I need from the Internet Action June 2002By October 2002, I will successfully access and retrieve relevant information from the Internet, independently. Strength to enhance: My ability to use a variety of technologies to access information Action January 2002I want to find new ways to access information; e.g., discussion forums.
Components / 21 2003
Information and communication technology learner outcomes can be assessed formatively or summatively. Effective communication informs students, parents and others about the outcomes accomplished and the next steps in the learning process. Student Profiles are provided in Appendix E, pages 119125. The greater the role students are given in this process, the richer the information that is shared and the greater the impact on future student learning. Communication of student learning should: celebrate and improve learning enhance the home and school partnership involve a variety of strategies reflect a schools philosophy about learning be based on curriculum outcomes. Information on student progress is required for reporting clearly to students, parents and others. This information is essential in order for teachers to change or refine instructional plans to ensure learning activities are appropriate for all students. The information is also required to evaluate program effectiveness and revise programs to improve student learning (Alberta Learning 2002).
Appendix A
Sample English Language Arts Assessment Task
This English Language Arts (ELA) task identifies both ELA and ICT outcomes. Many of these ICT outcomes can be contextualized within the ELA program of studies. This assessment sample uses an integrated rubric (page 26) to assess both the ICT and the ELA outcomes. Note : If ICT outcomes are not included and contextualized with another core curriculum, the ICT and core subject outcomes need to be evaluated separately. Two distinct rubrics would be used because the English language arts subject outcomes could be demonstrated without the application of ICT outcomes. The sample rubrics on pages 2728 illustrate how ICT outcomes and English language arts outcomes can be evaluated separately.
3.1.2 3.1.3
3.2.1
3.3.1
Appendix A / 23 2003
English Language Arts Outcomes (contd) No. 3.4.1 4.1.3 Description Share ideas and information select appropriate visuals, print and/or other media to inform and engage the audience Enhance legibility experiment with a variety of software design elements, such as spacing, graphics, titles and headings, and font sizes and styles, to enhance the presentation of texts Attend to spelling edit for and correct commonly misspelled words in own writing, using spelling generalizations and the meaning and function of words in context ICT Outcomes No. C1.2.1 C1.2.2 Description access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories; communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes organize information, using such tools as databases, spreadsheets or electronic webbing retrieve data from available storage devices, such as shared folders, to which groups have contributed use a variety of technologies to organize and synthesize researched information use selected presentation tools to demonstrate connections among various pieces of information
4.2.2
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information organize information create a storyboard compose a story use conventions present a story. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. The following Web sites can be pertinent to this task. http://www.acs.ucalgary.ca/~dkbrown/storfolk.html Folklore, Myth & Legend (from the Childrens Literature Web Guide) http://www.cln.org/themes/fairytales.html Stories, Folklore, and Fairy Tales Theme Page (from the Community Learning Network) http://www.qesn.meq.gouv.qc.ca/folklore/index.htm Teaching with Folklore
Appendix A / 25 2003
ENGLISH LANGUAGE ARTS and ICT RUBRIC USING STORIES TO CREATE STORIES
Level Criteria
Accesses and retrieves information (3.1.3, 3.2.1, C1.2.1, C5.2.1)
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer
Places incomplete, irrelevant information into pre-set categories using an electronic graphic organizer
Creates an original, interesting storyboard using the essential requirements of the selected genre
Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable Creates a multimedia presentation that engages and holds the interest of the audience
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writers intended meaning Creates a multimedia presentation that communicat es to the audience
Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writers intended meaning
Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writers intended meaning Creates a singledimension presentation that suits neither the needs nor interests of the audience
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
* When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve. Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
4 Excellent
Efficiently accesses and retrieves relevant information from several sources
3 Proficient
Selectively accesses and retrieves relevant information from sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from sources provided
1 Limited*
Acces ses, but is unable to retrieve, relevant information from sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Places incomplete, irrelevant information into pre-set categories using a graphic organizer
Creates an original, interesting storyboard using the essential requirements of the selected genre
Composes original and compelling story with rich supporting details Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable Presents story that engages and holds the interest of the audience
Composes simple and predictable story with few supporting details Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writers intended meaning
Composes incomplete, uninteresting or disjointed story Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writers intended meaning Presents story that suits neither the needs nor interests of the audience
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writers intended meaning Presents story that communicates to the audience
Presents story that communicates to the audience, but does not sustain interest throughout
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix A / 27 2003
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer Creates an electronic storyboard using the requirements of the selected genre
Places incomplete, irrelevant information into pre-set categories using an electronic graphic organizer Completes an electronic storyboard template by placing events and ideas randomly
Creates an original, interesting electronic storyboard using the essential requirements of the selected genre Creates a multimedia presentation that engages and holds the interest of the audience through the effective use of sound and graphics
Completes an electronic storyboard template based on the requirements of the selected genre
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
Creates a singledimension presentation that suits neither the needs nor interests of the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix B
Evaluation Tools for ICT Outcome Categories F and P
Since F, P and C ICT learner outcomes measure different skills, the tools used to assess and evaluate these outcomes are also different F outcomes are concerned with social, moral and safety issues, and P outcomes are primarily skillbased, therefore assessment strategies that give students opportunities to demonstrate their skills either as a finished product or as a process are appropriate. Rubrics, analytic rating scales and checklists are efficient tools for judging the quality of student performance and promoting successful learning because clear explanations are provided to students. To be effective, it is essential that these evaluation tools be shared with students before they start assessment tasks. Analytic rating scales and rubrics are comparable to dimmer switchesthere are various degrees of illumination just as there are degrees of quality of performance. Checklists, on the other hand, are more like simple toggle switchesthey are either on or off. Checklists provide teachers with opportunities to reveal to students whether specific criteria are present or absent. Checklists are two-point scalesyes or not yet. The sample checklists in this appendix are based on F and P learner outcomes.
6
6. Adapted from Alberta Education, Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 1 to Grade 6 (Edmonton, AB: Alberta Education, 1998), pp. 8, 12, 13, 19, 24, 26, 30, 40, 50, 57, 61, 7475.
Appendix B / 29 2003
The student can: power up and down a computer and/or log on or off a network (F6.1.1) access programs and move between programs (F6.1.1) create files (F6.1.1) save and retrieve files (F1.1.1, F6.1.1) edit, cut and paste files (P1.1.2) move between files (F6.1.1) delete files (F6.1.1) print files (F6.1.1) insert, eject disks (F6.1.1) describe particular technologies being used for specific purposes (F2.1.2) click on an icon to launch an application (F6.1.1) use pull-down menus (F6.1.1)
The student demonstrates proper keyboarding techniques for: home row keys and space bar (F6.1.2) insertion-point arrow keys (F6.1.2) delete, backspace (F6.1.2) shift keys, return/enter, tab (F6.1.2)
The student identifies and explains use of hardware architecture, configurations, peripherals: input systems; e.g., keyboard, mouse (F1.1.2) output devices; e.g., monitor, printer (F1.1.2) storage mediumsfloppy disk, hard drive, network, CD (F1.1.2)
Work Station Routines The student: uses appropriate communication etiquette (F2.1.5) demonstrates safe behaviours when using technology (F5.1.2) maintains good body position (F5.1.1) demonstrates courtesy and follows classroom procedures when making appropriate use of computer technologies (F3.1.1) demonstrates appropriate care of technology equipment (F3.1.3)
To support communication, the student can: create an original text using word processing software (P1.1.1) edit complete sentences using word processing features (P1.1.2) access images, such as clip art (P3.1.1) create visual images using such tools as paint and draw programs (P3.1.2) access sound clips and recorded voice (P3.1.3) integrate and balance text and graphics for visual effect (P4.1.1, P4.1.2) navigate and create hyperlinked resources (P5.1.1, P5.1.2) compose electronic messages sent to other people outside the classroom (P6.1.1, P6.1.2)
Appendix B / 31 2003
The student can: power up and down various technologies and peripherals correctly, and/or log on or off a network (F6.2.1) create, use, save, copy, paste and delete files and directories correctly (F6.2.2) use peripherals, including printers and scanners (F6.2.3) open a text file and save as a different file type (P1.2.3) select and use the technology appropriate to a given communication situation (P6.2.1) enter and manipulate data by using such tools as spreadsheets or databases for a specific purpose (P2.2.1) edit and format text within a word processor (P1.2.2) use of thesaurus find/change function text alignment font size and style create and navigate a multi-link document (P5.2.1)
The student demonstrates proper keyboarding techniques for: alphabetical keys (F6.2.4) basic punctuation keys (.,;:?) (F6.2.4) shift keys, return/enter, delete (F6.2.4)
The student identifies and explains use of hardware architecture, configurations, peripherals: input systems; e.g., keyboard, mouse, voice (F1.2.1) operating platforms/systems; e.g., MAC, DOS, WINDOWS (F1.2.1) output devices; e.g., monitor, printer (F1.2.1) communication devices; e.g., modem (F1.2.1) storage mediumsfloppy disk, hard drive, network, CD (F1.2.1)
Work Station Routines The student: appropriately adjusts monitor, keyboard, desk, chair and other equipment to ensure workstation is ergonomically appropriatecomfortable, healthy, safe and efficient (F5.2.1) observes ethical, legal and security measures in handling software and hardwarecopyright, privacy, confidentiality (F3.2.5, F3.2.6, F3.2.7) complies with school acceptable use policy (F3.2.1)
To support communication, the student can: create and revise original text (P1.2.1) edit and format text to clarify and enhance meaning using word processing features (P1.2.2) enter and manipulate data using such tools as spreadsheets or databases (P2.2.1) display data electronically using graphs and charts (P2.2.2) create a multimedia presentation (P3.2.1) integrate a spreadsheet, or graphics generated by a spreadsheet, into a text document (P4.2.1)
Appendix B / 33 2003
Appendix C
Sample Performance Assessment Tasks and Rubrics for ICT Outcome Category C
The sample ICT assessment tasks focus on C category learner outcomes. C category tasks subsume outcomes from the F and P categories of the ICT outcomes. The result is a comprehensive assessment that requires the completion of fewer assessment tasks. This appendix provides sample performance tasks and scoring rubrics for mathematics, science, social studies and English language arts representing some of the C category outcomes. There is a Curriculum and Assessment Matrix for Division 1 and Division 2 indicating the activity code assigned to the sample performance assessment task and the ICT learner outcomes that the task assesses. For each assessment task, students are given a real-life, meaningful context with a definite role and audience. As these are simulations, the audience may consist of teachers, parents, support staff or classmates. The samples may also include Web link references that were active at the time of publication and will be updated from time to time in the online edition of this tool kit. Teachers should determine and communicate to students whether assessment tasks will be evaluated on an individual or group basis.
ELA.01 C1.1.1
MA.01
SC.01 C1.1.1
SS.01
C2
Seek alternative viewpoints
C3
Critically assess information
C3.1.1
C4
Use organizational processes and tools
C4.1.1
C4.1.3
C4.1.3
C5
Use technology to aid collaboration
C5.1.1
C5.1.1
C6
Investigate and solve problems
C6.1.3
C6.1.2
C6.1.2, C6.1.3
C6.1.3
C6.1.3
C7
Use electronic research techniques
C7.1.3
C7.1.3
C7.1.4
Description
Experience various texts tell or write about favourite parts of oral, print and other media texts Construct meaning from texts summarize the main idea of individual oral, print and other media texts Appreciate the artistry of texts express feelings related to words, visuals and sound in oral, print and other media texts Enhance presentation use print and nonprint aids to illustrate ideas and information in oral, print and other media texts
Description
access and retrieve appropriate information from electronic sources for a specific inquiry follow a plan to com plete an inquiry use technology to support and present conclusions
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information follow a plan summarize main ideas describe favourite parts express feelings illustrate opinion present information and support a viewpoint. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Explain to students that movie reviewers influence moviegoers decisions about which movies they want to see. Newspapers have writers whose job it is to write reviews of movies. Movie reviewers can have an enormous impact on ticket sales.
Students must have had experience constructing a storyboard, using an electronic graphic organizer and organizing a multimedia presentation prior to undertaking this assessment task. A graphic organizer is available through Inspiration Software Inc. and Strategic Transitions at $30 per licence based on a minimum of five licences through an agreement with Alberta Learning. There are many online sources of entertainment information. Most major newspapers have Web sites and entertainment sections. Guide students to appropriate materials by looking at examples of movie reviews from newspapers, TV or Web sites and noting the type of information they provide. Identify and discuss rating systems used to review movies.
Student ___________________________________
4 Excellent
Summarizes main idea concisely and insightfully
3 Proficient
Summarizes main idea completely and clearly
2 Adequate
Summarizes main idea partially and superficially
1 Limited*
Unable to summarize main idea, makes sketchy retelling
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Chooses visuals and sounds that effectively and completely support opinions
Chooses visuals and sounds that provide partial support for opinions
Chooses visuals and sounds that offer little or no support for opinions
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant informat ion from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Follows a plan to thoroughly prepare a detailed, comprehensive review Applies communication technology to present information in an engaging, persuasive way to effectively support a viewpoint
Applies communication technology to present little, if any, information to support a viewpoint that is unclear
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Description
collect data, using measuring devices and printed/technology resources display data, using rank ordering display the same data in more than one way make predictions and inferences when solving similar problems
Description
use technology to organize and display data in a problem -solving context use technology to support and present conclusions draw conclusions from organized information
CRITERIA are evidence that the student has achieved the outcomes Each student will: collect data organize and display data draw conclusions make a recommendation support conclusions. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Begin by reviewing different types of graphs and what they can be used for. Use examples previously completed in class. More than one way of displaying data must be evident to evaluate the task. Discuss and demonstrate how students can use data to rank order and display findings in more than one way; e.g., tallies, charts, graphs, tables. Assign groups of students to different classrooms to ensure a variety of students are surveyed. Have students use a software program to create and print a graphic organizer to present findings.
Student ___________________________________
4 Excellent
Collects precise and pertinent data and enters it accurately on the tally sheet
3 Proficient
Collects relevant data and completes tally sheet correctly
2 Adequate
Collects appropriate data, but tally sheet contains some errors
1 Limited*
Collects little data and produces an incomplete tally sheet
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Accurately displays data using rank ordering and skillful organization, and data is easy to interpret Uses data to make a thorough recommendation about pizza menu preferences
Displays data using rank ordering wi th some errors, but data is interpretable
Makes a recommendation about pizza menu preferences that is partially supported by data
Makes a recommendation about pizza menu preferences that is not based on data
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Uses technology to effectively display data that is accurate and easy to interpret
3 Proficient
Uses technology as required to display data that is accurate and interpretable
2 Adequate
Uses technology to display compiled data, but presentation is muddled or contains errors
1 Limited*
Uses technology to present incomplete data that does little to assist in solving the problem
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses technology to create a menu that represents an insightful interpretation of the data
Uses technology to create a menu that represent s a thoughtful interpretation of the data
Uses technology to create a menu that has little, if anything, to do with the data
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
Name of Topping
Tally
Total
Student ___________________________________
Topping
Student ___________________________________
Rank Order
Topping
Description
collect data, using measuring devices and printed/technology resources display the same data in more than one way obtain new information by performing arithmetic operations on the data
Description
access and retrieve appropriate information from electronic sources for a specific inquiry process information from more than one source to retell what has been discovered compare and contrast information from similar types of electronic sources organize information from more than one source share information collected from electronic sources to add to a group task use technology to organize and display data in a problem -solving context draw conclusions from organized information
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information share information with group members organize information display data perform arithmetic operations make recommendation. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Safety guidelines for physical education should be discussed prior to, or as an extension of, this task. As an extension or enrichment activity, students could revise their proposal to reflect a grant of $3000. They could make decisions as to whether the type or amount of equipment would differ. Because groups complete the assessment task and group scores will be awarded, the task lends itself to formative assessment. Student self-reflection is important.
Student ___________________________________
4 Excellent
Collects pertinent and meaningful data about equipment costs, and records information in an accurate, systematic way
3 Proficient
Collects relevant data about equipment costs, and records information clearly and correctly
2 Adequate
Collects and records appropriate data about equipment costs; minor errors are present
1 Limited*
Collects minimal data about equipment costs and records information in a confusing way
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Accurately and effectively displays collected data using a wide variety of display formats
Correctly and clearly displays collected data using a range of display formats
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant informat ion from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Shares significant information collected from electronic sources that effectively facilitates groups recommendation
Shares information collected from electronic sources that contributes to groups recommendation
Shares information collected from electronic sources that is generally helpful in groups recommendation
Shares information collected from electronic sources that does little to assist in groups recommendation
Uses technology to effectively organize and display collected information in a manner that is accurate and easy to interpret
Uses technology to organize and display collected information in a manner that is accurate and clear
Uses technology to organize and display collected information, however presentation is muddled or contains errors
Uses technology to organize and display collected information that contains many errors and is hard to interpret
Makes an astute recommendation on equipment purchases by insightfully comparing information collected from electronic sources
Makes a logical recommendation on equipment purchases by comparing information collected from electronic sources
Makes a defensible recommendation on equipment purchases that is partially supported by information collected from electronic sources
Makes a recommendation on equipment purchases that is not supported by the information collected
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
TOXIC NOISE
Students will design a multimedia presentation to educate others about harmful sounds in the school and/or community, and recommend ways to protect hearing.
SCIENCE OUTCOMES (Topic D: Hearing and Sound) No.
39.3 39.10 39.11
Description
recognize that there are ways of measuring the loudness of sounds and that loud sounds pose a danger to the ear recognize that certain sounds have characteristics that cause them to be interpreted as pleasant or unpleasant describe changes in hearing that result from continued exposure to loud noise and from the natural process of aging
Description
accesses and retrieves appropriate information from electronic sources for a specific inquiry use technology to organize and display data in a problem -solving context use technology to support and present conclusions
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information measure sound levels classify sounds describe dangers of loud sounds organize and display data support and present conclusions. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. This assessment is most appropriate for the end of unit when students have had the opportunity to explore and understand how sounds are made, how the ear works and how damage can occur. If teachers have access to a sound meter, students could use it to record actual decibel levels as opposed to estimating. Software or any program that enables students to create slide shows or Web pages can be used for multimedia presentations. As an extension to the assessment experience, students could present their multimedia presentations to other classes, schools, parent councils or community groups.
TOXIC NOISE
As an audiologist (an expert in hearing and sound), you have been asked by a school council to prepare an interesting and informative presentation to educate others about harmful sounds in the school and/or community that can damage the human ear, and recommend ways to protect hearing. You will: explore your school and/or community, and record data about sounds you hear on a sound collection chart collect information from a variety of sources about the effects of loud sounds on hearing create a multimedia presentation summarizing the information you find and recommend ways to protect hearing from damaging sounds.
Student ___________________________________
4 Excellent
Measures sound accurately and uses information effectively in the presentation
3 Proficient
Measures sound accurately and uses information in the presentation
2 Adequate
Measures some sounds inaccurately, provides partially correct information in the presentation
1 Limited*
Measures sound inaccurately, errors interfere with the presentation
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Accurately classifies characteristics of sound and uses them creatively in the presentation
Accurately classifies characteristics of sound and uses them meaningfully in the presentation
Makes some errors in the classification of sound, uses information predictably in the presentation
Makes many errors in the classification of sound, does not make effective use of information in the presentation
Describes the dangers of loud sounds with detail in an insightful, skillful way
Presentation does not include an adequate description of how loud sounds can damage hearing
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Creates a multimedia presentation and uses data collected in a highly organized, creative way that effectively addresses the problem Uses multimedia presentation to support and present conclusions in a clear and convincing manner
Creates a multimedia presentation that uses data collected to reasonably address the problem
Creates a multimedia present ation that addresses the problem somewhat, with partial use of data collected
Creates a singledimension presentation that does not address the problem and is confusing
Uses multimedia presentation in a way that does not communicate or support conclusions
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
Sound
Ranking
7. Reproduced with permission from West General LLC, Acoustics 101Decibel Chart, 2002, http://www.westgeneral.com/acoustical/acoustics101_big.html (Accessed February 3, 2003)
ZOO ANIMALS
Students will research and present information about the characteristics of, and a suitable habitat for, a specific animal.
SCIENCE OUTCOMES (Topic E: Animal Life Cycles) No. 310.1 310.6 311.10 Description classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body covering, overall shape, backbone demonstrate awareness that animals require different habitats in order to meet their basic needs of food, water, shelter and space demonstrate knowledge of the needs of animals studied, and demonstrate skills for their care
ICT OUTCOMES No. C1.1.1 C1.1.2 C5.1.1 C6.1.3 C7.1.3 Description access and retrieve appropriate information from electronic sources for a specific inquiry process information from more than one source to retell what has been discovered share information collected from electronic sources to add to a group task use technology to support and present conclusions draw conclusions from organized information
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information describe animal characteristics process information demonstrate knowledge of animals needs demonstrate awareness of animal habitats contribute to class presentation present and support conclusions. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Prior to doing the assessment task, brainstorm observable characteristics of, and habitats for, each animal. Students need to be able to match animal characteristics and habitats.
The class multimedia presentation could be structured by setting up a template with a separate page for each animal. Each student prepares a one-page presentation about his or her animal and inserts that information into the file. The end result is one multimedia presentation for the entire class about animal differences and similarities, and how these relate to an animals habitat. A graphic organizer is available through Inspiration Software Inc. and Strategic Transitions at $30 per licence based on a minimum of five licences through an agreement with Alberta Learning.
ZOO ANIMALS
The local zoo has just been involved in a rescue operation and has been asked to care for several new animals. As one of the zookeepers, you need to help place the new animals into proper habitats in the zoo. Your teacher will provide you with the name and/or picture of your rescued animal. Determine the characteristics of your animal so that you can select a suitable habitat. Gather information about your animal from a variety of sources, including electronic sources. Your information will be included as part of a class presentation to the zoo board. Be sure to include the following: a picture of your animaluse clip art, images from the Internet or scanned images a description of the observable characteristics of your animal a description and/or illustrations of the typical habitat of your animal an explanation of how the particular habitat will satisfy the needs of your animal a description of how you, as the zookeeper, would care for your animal. Insert your information into the class presentation using technology.
Student ___________________________________
4 Excellent
Includes a wide variety of observable characteristics that provide an accurate and comprehensive description of the animal
3 Proficient
Includes many observable characteristics that provide a clear description of the animal
2 Adequate
Includes a narrow range of observable characteristics that provide a general description of the animal
1 Limited*
Includes a few observable characteristics that partially describe the animal
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Provides an in-depth description of a suitable habitat that accounts for the unique characteristics of the animal Thoroughly explains how to help the animal meet its basic needs within its habitat
Provides a detailed description of a suitable habitat that accounts for the characteristics of the animal Describes how to help the animal meet its basic needs within its habitat
Provides a superficial description of a habitat that takes into consideration some characteristics of the animal Makes a few suggestions on how to help the animal meet its basic needs within its habitat
Lists few features of a suitable habitat with little evidence relating the habitat to animal characteristics
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses significant information from a variety of electronic sources to place animal in a suitable habitat Makes significant contribution to class presentation by sharing information collected from electronic sources
Uses meaningful information from electronic sources provided to place animal in a suitable habitat Makes meaningful contribution to class presentation by sharing relevant information collected from electronic sources Uses electronic data to support conclusions
Uses reasonable information from electronic sources provided to place animal in a habitat
Makes a reasonable contribution to class presentation by sharing appropriate information collected from electronic sources Uses electronic data to provide partial support for conclusions
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Description Locating/Organizing/Interpreting Information identify possible sources and location of information; e.g., print, nonprint, interviews, surveys acquire information by listening to or reading simple historical accounts collect information through direct observation in the community and by interviewing parents and/or community resource people arrange events, facts and/or ideas in sequence Analyzing/Synthesizing/Evaluating predict future changes in the community write a diary entry, journal entry and/or make an audiotape recording; e.g., about an important individual in your communitys past, and/or predicting life in the future ICT OUTCOMES
Communication Skills
No.
C4.1.3 C6.1.3 C7.1.4
Description organize information from more than one source use technology to support and present conclusions make predictions based on organized information
CRITERIA are evidence that the student has achieved the outcomes Each student will: identify sources and location of information collect information organize information support and present conclusions make a prediction present ideas. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Virtual museum tours can be accessed from the TELUS 2Learn Web site: www.2Learn.ca.
Student ___________________________________
4 Excellent
Identifies pertinent sources and exact location of information
3 Proficient
Identifies relevant sources and specific location of information
2 Adequate
Identifies possible sources and general location of information that may not be relevant or useful
1 Limited*
Identifies a possible source of information
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Uses technology to effectively organize and display collected information in a manner that is accurate and easy to interpret
3 Proficient
Uses technology to organize and display collected information in a manner that is accurate and interpretable
2 Adequate
Uses technology to organize and display collected information, however presentation is muddled or contains errors
1 Limited*
Uses technology to organize and display collected information that contains many errors and is hard to interpret
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses technology in a skillful, effective way to support and present conclusions in a clear and convincing manner Makes an insightful prediction based on significant information
Uses technology to present conclusions, but does not support conclusions effectively
Uses technology in a way that does not communicate or support conclus ions
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
ELA.01
C1.2.1, C1.2.2
ELA.02
C1.2.1, C1.2.2
MA.01
C1.2.2
MA.02
C1.2.1, C1.2.2
SC.01
C1.2.1
C2
Seek alternative viewpoints
C2.2.1
C3
Critically assess information
C3.2.2
C4
Use organizational processes and tools
C4.2.2
C4.2.2
C4.2.2
C5
Use technology to aid collaboration
C5.2.1, C5.2.2
C6
Investigate and solve problems
C6.2.4, C6.2.5
C7
Use electronic research techniques
Virtual Journey
SC.02
C1.2.1, C1.2.2
SS.01
C1.2.1, C1.2.2
SS.02
C1.2.1, C1.2.2
ELA.SC.01
C2
Seek alternative viewpoints
C2.2.1
C2.2.1
C3
Critically assess information
C3.2.1
C3.2.2
C4
Use organizational processes and tools
C4.2.2
C4.2.1, C4.2.2
C4.2.1
C4.2.2
C5
Use technology to aid collaboration
C6
Investigate and solve problems
C6.2.2
C6.2.2, C6.2.3
C6.2.1, C6.2.5
C7
Use electronic research techniques
C7.2.1, C7.2.2
C7.2.1, C7.2.2
ADVERTISING CAMPAIGN
Students will create a new ad campaign for a major international company and present a portfolio in a multimedia format that will convince clients that the campaign will work, resulting in large sales of their product.
ENGLISH LANGUAGE ARTS OUTCOMES No. 1.1 Description Experiment with language and forms experiment with a variety of forms of oral, print and other media texts to discover those best suited for exploring, organizing and sharing ideas, information and experiences Combine ideas use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and shape understanding Enhance presentation emphasize key ideas and information to enhance audience understanding and enjoyment Cooperate with others identify and participate in situations and projects in which group work enhances learning and results
1.2
4.3 5.2.2
ICT OUTCOMES No. C1.2.1 C1.2.2 Description access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories; communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes retrieve data from available storage devices, such as shared folders, to which groups have contributed record group brainstorming, planning and sharing of ideas by using technology
C5.2.1 C5.2.2
CRITERIA are evidence that the student has achieved the outcomes Each student will: clarify and shape ideas in a group participate in and contribute to group work create an advertisement communicate key ideas and information access and retrieve information organize information electronically create a multimedia presentation.
TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. This task would be an effective culmination to a unit on advertising. Students, as members of an advertising team, begin by brainstorming marketing ideas. Each student creates an electronic folder and a multimedia presentation that will be evaluated. For this project, it would be beneficial for students to have access to a video camera as well as a variety of artist supplies. The following Web site can be pertinent to this task. The Emergence of Advertising in America (for teacher background information): http://www.memory.loc.gov/ammem/award98/ncdhtml/eaahome.html
ADVERTISING CAMPAIGN
Advertisements appear in many different forms and through a variety of mediums, such as TV, magazines, posters, billboards, radio and the Internet. New multimedia technologies have enabled ad agencies to expand their creative talents and design ads that were never before possible. You are a member of an advertising team. Your current assignment is to create a new ad campaign for a major international company (one of your choosing), using print, television and online (Internet) ads. As a group, develop an effective advertising strategy for selling a product of your choice. Your group needs to decide on: a product to develop the campaign around; for example, a soft drink, clothing line, fast food product, computer game or new movie the target audience techniques that may work for selling your product to that audience. Then, each member of the group will create a campaign based on the above strategy. Collect examples of ads that are directed to your target audience, and study their form and structure carefully. Each group member will create an electronic folder so that group members can access each others examples. Choose where you want your ads to appear. Think about specific television shows, magazines, newspapers, Web sites, etc. Create a portfolio of ads that will appear in print, on television and online.
Present your portfolio to the client (the company that is paying you to create the ads) in a multimedia format providing reasons for your choice of ads. Your presentation should convince the client that your campaign will result in large sales of their product.
Student ___________________________________
4 Excellent
Clarifies and shapes understanding through effective and extensive collaboration with others
3 Proficient
Clarifies and shapes understanding through helpful and ample collaboration with others
2 Adequate
Extends understanding through sufficient collaboration with others
1 Limited*
Develops incomplete understanding through minimal collaboration with others
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Contributes enthusiastically and invites suggestions from other group members to develop an effective advertising strategy
Contributes to group and accepts others ideas to develop an interesting advertising strategy
Participates only when encouraged, makes minimal contribution to the development of an advertising strategy
Produces a wide variety of advertisements to clearly and persuasively sell the product based on the advertising strategy
Produces several different advertisements that sell the product based on the advertising strategy
Produces similar advertisements to sell the product based on the advertising strategy
Produces advertisements that are lacking in persuasion and originality, and are not necessarily based on the advertising strategy
Communicates key ideas and information convincingly during the presentation that engages and holds the interest of the audienc e
Communicates ideas and information effectively during the presentation that holds the interest of the audience
Communicates some ideas and information during the presentation that does not sustain audience interest throughout
Communicates few ideas during the presentation that neither suits the needs or interest of the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information efficiently in an electronic folder enabling easy access by group members
Information is somewhat disorganized within an electronic folder making it awkward for group members to access it Creates a multimedia presentation that uses some visual images, sounds or animated images to sell the product to a particular audience
Information is disorganized within an electronic folder making it difficult for group members to access it
Creates a multimedia presentation that skillfully features a variety of visual images, sounds and animated images to persuasively sell the product to a particular audience
Creates a multimedia presentation that features meaningful visual images, sounds or animated images that show conviction in selling the product to a particular audience
Creates a multimedia presentation that uses few, if any, visual images, sounds or animated images to sell the product and does not necessarily consider the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
COLONIZING MARS
Students will compose and present a science fiction story using a multimedia presentation.
ENGLISH LANGUAGE ARTS OUTCOMES No.
1.2.2
Description
Combine ideas use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and shape understanding Use prior knowledge combine personal experiences, and the knowledge and skills gained through previous experiences with oral, print and other media texts, to understand new ideas and information Experience various texts make connections between own life, and characters and ideas in oral, print and other media texts; discuss common topics or themes in a variety of oral, print and other media texts Generate ideas choose life themes encountered in reading, listening and viewing activities, and in own experiences, for creating oral, print and other media texts Structure texts determine purpose and audience needs to choose forms, and organize ideas and details in oral, print and other media texts Use a variety of sources locate information to answer research questions, using a variety of sources, such as printed texts, bulletin boards, biographies, art, music, community resource people, CD-ROMs and the Internet Share ideas and information select appropriate visuals, print and/or other media to inform and engage the audience Attend to spelling edit for and correct commonly misspelled words in own writing, using spelling generalizations and the meaning and function of words in context
2.1.1
2.2.3
2.4.1
2.4.3
3.2.1
3.4.1 4.2.2
Description
access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories; communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes organize information, using such tools as databases, spreadsheets or electronic webbing use selected presentation tools to demonstrate connections among various pieces of information
C4.2.2 C7.2.2
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information organize information compose a story use conventions present a story using multimedia. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. The following Web sites can be pertinent to this task. http://spaceflight.nasa.gov/index.html (NASA Human Space Flight) http://www.stemnet.nf.ca/CITE/ss_mars.htm (a Canadian site devoted to Mars) http://www.seds.org/nineplanets/nineplanets/mars.html (Students for the Exploration and Development of Spacefounded in 1980 at MIT and Princeton University)
COLONIZING MARS
It is the nature of many species to migrate to other places. For more than a century, science fiction writers have imagined colonizing Mars. Lately, exploration of the Martian surface has brought the science fiction vision closer to reality! As a young author, imagine what happens as the first Earth people arrive on Mars, ready to start a colony. Although they have brought essential provisions, they have only a one-way ride to Mars and cannot return to Earth. Compose a science fiction story about what happens to the colony and create a multimedia presentation for young children. 1. Conduc t background research. Since good science fiction is always based on good science, you will need to gather information before writing your story. For example, you will need to learn about the surface and environment of Mars in order to create a convincing setting. You also need to explore current ideas and debates about how a Martian colony might work. As you think about the characters and the problems they are bound to face, consider the struggles and conflicts they may encounter because they are human. Also consider the kinds of problems that the new environment will cause. 2. Compose a science fiction story. Remember that members of the colony will encounter many challenges that are completely new to our species. And remember that they cannot leave! Your plot might include problems that arise as the colonists strive to live together and survive. 3. Create a multimedia presentation based on your science fiction story that incorporates words, images and sound to enhance the story.
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant inf ormation from several sources
3 Proficient
Selectively accesses and retrieves relevant information from several sources
2 Adequate
Accesses and retrieves both relevant and irrelevant information from sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information f rom sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Places incomplete, irrelevant information into preset categories using a graphic organizer
Spelling, grammar, capitalization and punctuation are accurate and enhance impact of story; errors are hardly noticeable
Spelling, grammar, capitalization and punctuation have few errors and these do not interfere with writers intended meaning
Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writers intended meaning
Spelling, grammar, capitalization and punctuation errors are evident and interfere significantly with writers intended meaning
Presents story that engages and holds the interest of the audience
Presents story that communicates to the audience, but does not sustain interest throughout
Presents story that does not suit the needs or interests of the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer
Places incomplete, irrelevant information into preset categories using an electronic graphic organizer
Creates a multimedia presentation that engages and holds the interest of the audience through the effective use of words, images and sounds to enhance the story
Creates a multimedia presentation that communicates to the audienc e; incorporates words, images and sounds to support the story
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout; uses words, images and sounds that do little to support the story
Creates a singledimension presentation that suits neither the needs nor interests of the audience; fails to use words, images and sounds to support the story
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Description
formulate questions for possible investigation, given a context identify appropriate data sources: first-hand, second-hand and combination select and use appropriate methods of collecting data: designing and using structured questionnaires, experiments, observations, electronic networks select and defend the choice of an appropriate sample or population to be used to answer a question discuss how collected data are affected by the nature of the sample, the method of collection, the sample size and biases display data by hand or by computer in a variety of ways, including: histograms, double bar graphs, stem and leaf plots describe the general distribution of data using: smallest and largest value, frequency, value in the middle, patterns and quartiles analyze sets of data to make comparisons
Description
organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories; communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes seek responses to inquiries from various authorities through electronic media recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and e-mail use data gathered from a variety of electronic sources to address identified problems solve problems, using numerical operations and such tools as calculators and spreadsheets solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology solve issue-related problems, using such communication tools as word processors or e-mail to involve others in the process use a variety of technologies to organize and synthesize researched information use selected presentation tools to demonstrate connections among various pieces of information
CRITERIA are evidence that the student has achieved the outcomes Each student will: formulate questions access and retrieve information organize data display data analyze data create multimedia presentation present findings. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Prior to beginning the assessment task, students will choose an issue that is important to their school, community or province. Some issues that could be investigated by students include the following. Should your school have a dress code? Should school uniforms be mandatory? If your school does have a dress code, should the code be changed? Should corporate advertising be allowed in schools? Should alcohol and tobacco companies be permitted to support sporting or cultural events in your community? Should convenience stores be able to limit the number of students allowed inside at one time? Should a community be allowed to impose a nighttime curfew for young people?
Student ___________________________________
4 Excellent
Formulates relevant research questions that lead to the gathering of insightful information
3 Proficient
Formulates reasonable research questions that lead to the gathering of helpful information
2 Adequate
Formulates simple research questions that lead to gathering of basic information
1 Limited*
Formulates incomplete or vague questions that lead to the gathering of little, if any, helpful information
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Efficiently accesses and retrieves relevant information from a representative sample that contributes to the preparation of bias free, astute recommendations
Selectively accesses and retrieves relevant information from a sufficient sample that contributes to the preparation of logical recommendations
Accesses and retrieves both relevant and irrelevant information from an insufficient sample that contributes to the preparation of general recommendations
Accesses and retrieves little, if any, information from an inappropriate sample that does not necessarily contribute to the preparation of recommendations
Displays collected data in a manner that is unorganized and has minor errors, but is interpretable
Interprets findings accurately and insightfully to support valid and significant recommendations
Explains and discusses clearly, precisely and convincingly, data collection methods, findings and recommendations
Describes data collection methods, findings and recommendations, but includes some errors
Identifies some data collection methods, findings and recommendations but includes many errors
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves significant information (noting inherent biases) from a variety of suitable authorities, using a variety of communication technologies Uses spreadsheet to effectively organize significant data from a variety of viewpoints that is clearly summarized for accurate problem solving Creates a multimedia presentat ion that skillfully uses a variety of techniques to answer the research questions, and that engages and holds the interest of the audience
3 Proficient
Selectively accesses and retrieves appropriate information (noting biases exist) from suitable authorities, using selected communication technologies Uses spreadsheet to organize detailed data from a variety of viewpoints that is interpretable for accurate problem solving
2 Adequate
Accesses and retrieves information (may recognize biases) from provided resources, using given communication technologies
1 Limited*
Accesses, but is unable to retrieve, relevant information (fails to recognize biases) from provided resources
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses spreadsheet to organize some data from a variety viewpoints for problem solving
Uses spreadsheet to organize little or no data from a few viewpoints that does not assist with problem solving
Creates a multimedia presentation that answers the research questions and communicates to the audience
Creates a multimedia presentation that answers some of the research questions and communicates to the audience, but does not sustain interest throughout
Creates a singledimension presentation that answers few, if any, of the research questions, suiting neither the needs nor interests of the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Description
Statistics and Probability: Data Analysis select and use appropriate methods of collecting data: designing and using structured questionnaires, experiments, observations, electronic networks analyze sets of data to make comparisons Number: Number Operations solve problems that involve arithmetic operations on decimals to thous andths, using appropriate technology (2-digit whole number multipliers and dividers) use a variety of methods to solve problems with multiple solutions
Description
access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories; communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes organize information, using such tools as databases, spreadsheets or electronic webbing use data gathered from a variety of electronic sources to address identified problems use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem -solving environment solve problems, using numerical operations and such tools as calculators and spreadsheets use a variety of technologies to organize and synthesize researched information
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information/data organize information perform calculations interpret results design and communicate findings.
TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Three proposals may be too many for your class. Consider two if this task is unmanageable. The amount available for client spending may need to be adjusted to reflect current costs. In order to enhance this task, provide sample travel brochures, itineraries and pre-determined Web sites. To assist students in completing the performance task, emphasize that it is essential to determine the age and gender of the people involved, because age and gender impact entertainment and recreational activities.
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves pertinent information from a wide variety of sources
3 Proficient
Accesses and retrieves relevant information from many sources
2 Adequate
Accesses and retrieves appropriate inf ormation from sources provided
1 Limited*
Accesses and retrieves little appropriate information from sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Calculates total costs accurately using a variety of operations and tools that follow client criteria
Calculates costs accurately using given formulas and operations that follow client criteria
Calculates costs using given formulas and operations; does not necessarily follow client criteria, errors exist
Provides logical and insightful recommendations that are persuasive and supported by the data
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses a variety of electronic tools to design and display creative, purposeful proposals that can be easily compared
Uses several electronic tools to design and display proposals that can be compared
Uses electronic tools provided to design and display incomplete proposals, but comparisons are still possible
Uses electronic tools provided to design and display simple and incomplete proposals that may make comparison difficult
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
PEAK PERFORMANCE
Students will build and test a paper glider. Data from test flights will be recorded on a spreadsheet and used as a basis for modifying the glider to achieve better performance.
SCIENCE OUTCOMES No.
65.7
Description
Topic A: Air and Aerodynamics recognize that streamlining reduces drag, and predict the effects of specific design changes on the drag of a model aircraft or aircraft components Topic B: Flight conduct tests of glider designs, and modify a design so that a glider will go further, stay up longer or fly in a desired way; e.g., fly in a loop, turn to the right recognize the importance of stability and control to aircraft flight, and design, construct and test control surfaces
66.3
66.4
Description
access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) organize information, using such tools as databases, spreadsheets or electronic webbing solve problems, using numerical operations and such tools as calculators and spreadsheets solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information make predictions design and carry out a plan conduct tests organize data identify alternatives and evaluate effects. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. The following aeronautic Web sites can be pertinent to this task. Students will need to access and retrieve whatever information they feel is appropriate prior to the task. Beginners Guide to Aerodynamics (prepared at NASA): http://www.lerc.nasa.gov/WWW/K12/airplane/bga.html Aeronautics Principles of Flight: http://www.allstar.fiu.edu/aero/princ1.htm Principles of Aeronautics (various reading levels): http://wings.avkids.com/Book/index.html Science Fun with Airplanes (from Ohio State University): http://www.ag.ohio-state.edu/~flight/
Particular flight characteristics can be emphasized in this task. Students need to be told the specific characteristic; e.g., longest flight by distance, longest flight by duration, greatest right or left turn, which is to be addressed by the task so they can make appropriate design changes. Students should also know about statistical modelling and have experience with prediction. This can relate to work students may have already done in the Mathematics Grade 6 Strand: Statistics and Probability (Data Analysis).
PEAK PERFORMANCE
You are a design engineer for a paper glider for a toy company. Your job is to design a paper glider that performs according to a specific performance characteristic. As you design and fly your glider, you will need to determine which design characteristics; e.g., shape of the wing, fuselage, vertical and horizontal stabilizers, elevators, ailerons, rudder, should be changed in order to allow your glider to attain peak performance. Your teacher will indicate which performance characteristic; e.g., flies far, flies for a long time, makes large left or right turns, you will be addressing. To complete the task, you will: access information on various design characteristics and their impact on flight clarify the problem by making testable predictions about the performance characteristic to be enhanced create a paper glider using letter-sized paper and paperclips fly this glider and, on a spreadsheet, keep track of your data modify the design to accomplish a desired performance change continue flight-testing and add data to the spreadsheet analyze spreadsheet data and make predictions regarding further design changes.
Student ___________________________________
4 Excellent
Shows insightful understanding of the problem by making pertinent predictions that can be researched and tested
3 Proficient
Shows clear understanding of the problem by making reasonable predictions that can be researched and tested
2 Adequate
Shows partial understanding of the problem by making predictions that may be difficult to research or test
1 Limited*
Shows minimal understanding of problem by making predictions that cannot be tested
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performanc e based on the requirements of the assessment task.
Sets up and carries out a procedure that provides complete, relevant and accurate data, and a workable model Conducts exhaustive trials to provide complete, valid and accurate data about the effects of adaptations
Sets up and carries out a procedure that prov ides accurate data and a model
Sets up and carries out a procedure that provides incomplete data, but a workable model
Sets up and carries out a procedure that provides little data and an unworkable model
Conducts sufficient trials for a fair test, and provides relevant and accurate data about the effects of adaptations
Conducts simple tests that provide incom plete data about the effects of adaptations
Uses data and observations to provide a clear, logical explanation of which design adaptations led to peak performance
Uses data and observations to provide a reasonable explanation of which design adaptations led to peak performance
Uses data and observations to provide a partial explanation of which design adaptations led to peak performance
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Makes efficient use of a spreadsheet tool to organize alternatives for glider design
Accesses a simple spreadsheet format, but is unable to organize alternatives for glider design
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Description
identify reasons why trees and forests are valued identify human use of forests, and compare modern and historical patterns of use identify human actions that enhance or threaten the existence of forests identify an issue regarding forest use, identify different perspectives on that issue, and identify actions that might be taken Problem Solving through Technology: Reflect and Interpret identify positive and negative impacts that may arise and potential risks that need to be monitored
Description
access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories; communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes seek responses to inquiries from various authorities through electronic media identify and distinguish points of view expressed in electronic sources on a particular topic organize information, using such tools as databases, spreadsheets or electronic webbing use data gathered from a variety of electronic sources to address identified problems use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem -solving environment solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology generate alternative solutions to problems by using technology to facilitate the process use a variety of technologies to organize and synthesize researched information use selected presentation tools to demonstrate connections among various pieces of information
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information identify and describe perspectives evaluate alternatives and recommend action solve a problem communicate findings. TEACHER NOTE Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information.
A local lumber company wants to expand their operations into a large forested area near your community. This would provide many jobs and bring more revenue into your community. However, local environmental groups, campers, hunters and hikers are objecting to the proposal. The provincial government has set up a task force to look into the issue. As a member of the task force, your job is to prepare a report for the government that recommends a policy for this forest. You must provide supporting documentation that will convince the government to adopt the recommended policy. You should consider the viewpoints of each groupenvironmentalists, forest industry and recreational usersin preparing your report by consulting an authority from each group. Your report is required to: identify a forestry issue list opposing perspectives for each group of stakeholders and describe each one provide documentation to support each perspective present your recommended policy regarding utilization of this forest area using tools, such as pictures, graphs or charts.
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from a wide variety of sources representing diverse perspectives about forestry management
3 Proficient
Accesses and retrieves relevant information from several sources representing perspectives about forestry management
2 Adequate
Accesses and retrieves relevant information from a few sources representing more than one perspective about forestry management
1 Limited*
Accesses and retrieves information from few sources representing a singular perspective about forestry management
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Evaluates, comprehensively and insightfully , implications of actions on individuals, society and the environment, and makes a recommendation
Evaluates significant implications of actions on individuals, society or the environment and makes a recommendation
Describes implications of actions on individuals, society or the environment and makes a recommendation
States implications of actions on individuals, society or the environment and makes an incomplete or irrelevant recommendation
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Insightfully , accurately and effectively provides solution to forestry management problem by sorting, organizing and classifying data, using a technology tool Uses technology effectively to create a highly visual, practical recommendation that is persuasive and engages the audience
Provides solution to forestry management problem by sorting, organizing and classifying data, using a technology tool
Provides partial solution to forestry management problem by sorting, organizing and classifying data, using a technology tool
Provides an incomplete or indefensible solution to forestry management problem by sorting, organizing and classifying data, using a technology tool
Uses technology to create a readable recommendation with visuals that appeal to the audience
Uses technology to create a recommendation that conveys information in a straight -forward manner with little audience appeal
Uses technology to create a recommendation that provides little, if any, information about forestry management and lacks audience appeal
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
VIRTUAL JOURNEY
Students will create a multimedia presentation to promote tourism that examines values, beliefs and ideas of Ancient Greece.
SOCIAL STUDIES OUTCOMES (Topic B: Greece: An Ancient Civilization) No.
Knowledge Process Skills
Description
demonstrate an understanding of the ways in which physical, social and psychological needs are met, have varied over time and from place to place locate information on each topic or question researched, using more than one source analyze how the values, ideas and beliefs of Greek civilization affect us today use computer programs to collect and organize information, using a database and to write a paragraph or report locate information in an encyclopedia by using key words, letters on volume, index and cross-reference collect information on a clearly defined topic and organize the information into a short report write a summary of main points encountered in oral, written or viewed presentations
Communication Skills
Description
formulate new questions as research progresses (This Division 1 outcome is applicable to the task.) access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories; communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan, as necessary organize information, using such tools as databases, spreadsheets or electronic webbing use data gathered from a variety of electronic sources to address identified problems use a variety of technologies to organize and synthesize researched information use selected presentation tools to demonstrate connections among various pieces of information
CRITERIA are evidence that the student has achieved the outcomes Each student will: design and follow a plan formulate research questions access and retrieve information organize and synthesize information create a multimedia presentation demonstrate understanding.
TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Teachers may want to provide a shared folder containing information about the topic. The following Web sites can be pertinent to this task. http://www.ancient-greece.com http://www.entrenet.com/~groedmed/greekm/myth.html http://digcaesarea.org/
VIRTUAL JOURNEY
To be ignorant of what occurred before you were born is to remain always a child. For what is the worth of human life, unless it is woven into the life of our ancestors by the records of history? Marcus Tullius Cicero
Many contemporary ideas or practices can be traced to Ancient Greece. As a marketing agent for Greek Tourism, your task is to prepare a virtual travelogue to encourage tourists from Alberta to visit Greece. Select one or more of the following themes for your virtual journey, and demonstrate the values, ideas and beliefs of Ancient Greek civilization. Suggested themes are: democracy, architecture, Olympics, literature. Develop research questions that address your theme and revise them as required. Create a plan and schedule to guide the inquiry process. Gather information from the Internet using URLs and/or other electronic sources, such as CD-ROMs. Synthesize and organize information using a spreadsheet, database or graphic organizer. Use the information to complete an engaging multimedia presentation for prospective travellers.
Student ___________________________________
4 Excellent
Selects and organizes specific, comprehensive information related to the theme
3 Proficient
Selects and organizes information related to the theme
2 Adequate
Selects and organizes information partially related to the theme
1 Limited*
Selects irrelevant or inaccurate information related to the theme and organizes it in an illogical manner
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Synthesizes information, determines patterns and links ideas to effectively present the theme
Synthesizes information, determines patterns and links ideas to present the theme
Partially synthesizes information, determines patterns and links ideas to present the theme
Demonstrates a thorough, insightful understanding of the chosen theme and comprehensively explains historical significance using relevant facts
Demonstrates a clear understanding of the chosen theme and explains historical significance using relevant facts
Demonstrates partial understanding of the chosen theme and explains historical significance using generalities
Demonstrates little or no understanding of the chosen theme with an unclear explanation of historical significance
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Designs an efficient, flexible plan and schedule making revisions as needed based on insightful research questions that clarify and focus on a specific theme of Ancient Greek civilization Formulates insightful research questions that clarify and focus on a specific theme of Ancient Greek civilization; questions are revised and improved during the project to reflect new learning Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Designs and follows a workable plan and schedule making revisions as needed based on relevant research questions focused on Ancient Greek civilization
2 Adequate
Designs a general plan and schedule focused on Ancient Greek civilization
1 Limited*
Designs an incomplete or impractical plan based on vague questions that is difficult to follow
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Formulates relevant research questions focused on Ancient Greek civilization; questions are revised or improved during the project to reflect new learning
Formulates research questions that are partially incomplete or insufficient; questions may not be revised or improved during the project
Formulates vague questions that do not guide the process; questions are not revised or improved during the project
Selectively accesses and retrieves relevant information from electronic sources provided
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Organizes and synthesizes significant information into logical categories using an electronic organizer
Creates a multimedia presentation that skillfully uses a variety of techniques to answer the research questions, and that engages and holds the interest of the audience
Creates a multimedia presentation that answers the research questions and communicates to the audience
Creates a multimedia presentation that answers some of the research questions and communicates to the audience, but does not sustain interest throughout
Creates a singledimension presentation that answers few, if any, of the research questions, suiting neither the needs nor interests of the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Description
demonstrate understanding that nations in the world are becoming increasingly interdependent. acquire information by reading, listening and viewing select pertinent information from a variety of sources compare information on a topic drawn from two or more sources to recognize agreement or disagreement compare and contrast the way people in Canada and China meet their needs analyze how traditions and customs in China influence the way the people meet their basic needs, by identifying and describing the values held analyze the effect of communication and technology on the way the Chinese meet their basic needs express an opinion, either orally or in writing, using specific examples, about aspects of Chinese society that might be beneficial for Canadians to adopt or aspects of Canadian society that might be beneficial for Chinese to adopt collect and organize information on a clearly defined topic, using a simple outline, webbing, etc. in a final product, apply the skills of revising and editing by considering content, organization, vocabulary, sentence structure and mechanics of writing
Communication Skills
Description
access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories; communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes seek responses to inquiries from various authorities through electronic media recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan as necessary use data gathered from a variety of electronic sources to address identified problems use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem -solving environment use a variety of technologies to organize and synthesize researched information use selected presentation tools to demonstrate connections among various pieces of information
CRITERIA are evidence that the student has achieved the outcomes Each student will: design and follow a plan access and retrieve information organize and synthesize information evaluate information create a multimedia report. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. The following Web sites can be pertinent to this task. http://www.un.org/Pubs/CyberSchoolBus/infonation/e_infonation.htm Select countriesan easy-to-use, two-step database that allows you to view and compare the most up-to-date statistical data for the member states of the United Nations (includes economic, population, geographical and social indicators) http://www.cia.gov/cia/publications/factbook/geos/ch.html CIAWorld Factbook http://www.kn.pacbell.com/wired/China/index.html Six Paths To China6 Strategies For Using The Web For Learning http://www.chinaembassycanada.org/eng/c3098.html Embassy of the Peoples Republic of China in CanadaIncludes links to the Chinese Consulate General in Calgary with phone/fax numbers and address http://www.tcm-mec.gc.ca/China/menu-e.asp Department of Foreign Affairs and International TradeTeam Canada 2001 (Beijing, Shanghai, Hong Kong)
Gather information on each issue using a variety of sources, such as experts in the field, print publications and telecommunication sources; e.g., Internet, e-mail, telephone and fax, to help you understand all sides of each issue. Present your findings through a multimedia presentation.
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves specific, comprehensive information related to the issue
3 Proficient
Accesses and retrieves information related to the issue
2 Adequate
Accesses and retrieves information partially related to the issue
1 Limited*
Accesses and retrieves irrelevant or inaccurate information related to the issue
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Synthesizes information, determines patterns and links ideas to effectively present the issue
Synthesizes information, determines patterns and links ideas to present the issue
Partially synthesizes information, determines patterns and links ideas to present the issue
Demonstrates thorough, insightful understanding of the issue and comprehensively explains the impact of trade with Canada on Chinese society using relevant facts
Demonstrates clear understanding of the issue and explains the impact of trade with Canada on Chinese society using relevant facts
Demonstrates partial understanding of the issue and explains the impact of trade with Canada on Chinese society using relevant generalities
Demonstrates little or no understanding of the issue with an unclear explanation of the impact of trade with Canada on Chinese society
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Designs an efficient, flexible plan and schedule, making revisions as needed
3 Proficient
Designs a workable plan and schedule, making revisions as needed
2 Adequate
Designs a general plan and schedule making few, if any, revisions
1 Limited*
Designs an incomplete or impractical plan
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Selectively accesses and retrieves relevant information from electronic sources provided
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Organizes and synthesizes significant information into logical categories using an electronic organizer
Places little, if any, information into preset categories using an electronic organizer
Evaluates the authority, reliability and relevance of sources through effective application of criteria
Evaluates the authority, reliability and relevance of sources through accurate application of criteria
Evaluates the authority, reliability and relevance of sources through superficial application of criteria
Creates a multimedia presentation that skillfully uses a variety of techniques, and engages and holds the interest of the audience
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
Creates a singledimension presentation, suiting neither the needs nor interests of the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Description
Elaborate on the expression of ideas use literary devices to create particular effects Structure texts determine purpose and audience needs to choose forms, and organize ideas and details in oral, print and other media texts Determine information needs decide on and select the information needed to support a point of view Organize information organize ideas and information using a variety of strategies and techniques, such as comparing and contrasting, and classifying and sorting according to subtopics and sequence Evaluate information evaluate the appropriateness of information for a particular audience and purpose Enhance presentation emphasize key ideas and information to enhance audience understanding and enjoyment
3.1.2 3.3.1
3.3.3 4.3.2
Description
design and carry out an investigation in which variables are identified and controlled recognize the importance of accuracy in observation and measurement; and apply suitable methods to record, compile, interpret and evaluate observations apply observation and inference skills to recognize and interpret patterns
Description
organize information, using such tools as databases, spreadsheets or electronic webbing retrieve data from available storage devices, such as shared folders, to which groups have contributed select and use technology to assist in problem solving solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology
CRITERIA are evidence that the student has achieved the outcomes Each student will: identify information organize and evaluate information design a strategy record data interpret evidence solve a problem create a story present a story. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. A sample class database for this activity can be accessed at the following Web site: http://www.tlt.ab.ca/projects/Div2/Grade6/catchthecrook/ftp.sample.hqx Prior to beginning the assessment task, the class needs to build a database. Suggested class activity: brainstorm physical characteristics which can be used to pinpoint individuals; e.g., gender, age, eye colour, hair characteristics, height, weight, fingerprints, handwriting, etc. help build a class database which contains the characteristics mentioned above individually determine personal physical characteristics and enter these characteristics within a record in the class database, using a pseudonym. Once the stories are read, you may want to post a list of criminals from the database to help Crime Writers Guild members select the criminal.
As a writer of fascinating crime stories, create an original story describing a crime that has been committed, without revealing who the criminal is. Use clues from the class database to write your story. You must be careful to make sure that only one criminal profile (record) within the class database matches the criminal described within yo ur written story. Present your story to other writers in the Crime Writers Guild, challenging them to identify the criminal from the database.
Student ___________________________________
4 Excellent
Identifies information required to present an idea; adds information to enhance this idea
3 Proficient
Identifies information required to present an idea
2 Adequate
Identifies most information required to present an idea
1 Limited*
Identifies little, if any, information required to present an idea
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses a wide variety of literary techniques creatively to organize complex ideas that are appropriate for and engage the audience
Uses a variety of literary techniques to organize ideas that are appropriate for the audience
Uses some literary techniques to organize simple ideas that consider the audience
Uses few, if any literary techniques to organize ideas that do not consider the audience
Uses a wide variety of literary devices to skillfully create particular effects; ideas and details within the text are clearly written and complete Presents story that engages and holds the interest of the audience
Uses a variety of literary devices; ideas and details within the text are clearly written
Uses some literary devices; som e ideas and details within the text are evident and clear
Uses few, if any, literary devices; ideas and details are unclear or missing
Presents story that communicates to the audience, but does not sustain interest throughout
Presents story that does not suit the needs or interests of the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Designs an efficient, workable strategy that identifies and controls all variables
3 Proficient
Designs a workable strategy that identifies and controls most variables
2 Adequate
Designs a workable strategy that identifies and controls some variables
1 Limited*
Designs a strategy that is impractical, and identifies and controls few, if any, variables
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Provides an explanation that is partially supported by the evidence or does not make reference to the evidence
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student ___________________________________
4 Excellent
Retrieves complete and relevant information from class database
3 Proficient
Retrieves most relevant information from class database
2 Adequate
Retrieves some information from class database
1 Limited*
Retrieves little or no information from class database
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes data electronically that has minor errors, making interpretation difficult
Organizes data electronically that has many errors and is not interpretable
Records data, but organization is lacking and inaccuracies are evident Provides a partial solution to a problem requiring the sorting, organizing and classifying of data, using a database tool
Insightfully, accurately and effectively provides a solution to a relevant problem requiring the sorting, organizing and classifying of data, using a database tool
Provides a solution to a relevant problem requiring the sorting, organizing and classifying of data, using a database tool
Provides an incomplete or indefensible solution to a problem requiring the sorting, organizing and classifying of data, using a database tool
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix D
Sample Student Self-reflection Tools
7
The following tools can be used to encourage students to self-reflect. Select one to use with your students.
7. Adapted with permission from the Alberta Assessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), p. 35.
This piece of work demonstrates that I can Check (list the criteria) (list the criteria) (list the criteria) I can improve my work by
Appendix E
Student Profiles
Division 1
Name: Subject: Grade: Reporting Date: Division 1 Level 4 Excellent (Wow!) ICT Learner Outcome C1 Students will access, use and communicate information from a variety of technologies. C1.1.1 access and retrieve appropriate information from electronic sources for a specific inquiry C1.1.2 process information from more than one source to retell what has been discovered C2 Students will seek alternative viewpoints, using information technologies. C3 Students will critically assess information accessed through the use of a variety of technologies. C3.1.1 compare and contrast information from similar types of electronic sources Date: Level 3 Proficient (Yes) Date: Level 2 Adequate (Yes, but) Date: Level 1 Limited (No, but) Date:
Division 1
ICT Learner Outcome C4 Students will use organizational processes and tools to manage inquiry. C4.1.1 follow a plan to complete an inquiry C4.1.2 formulate new questions as research progresses C4.1.3 organize information from more than one source C5 Students will use technology to aid collaboration during inquiry. C5.1.1 share information collected from electronic sources to add to a group task C6 Students will use technology to investigate and/or solve problems. C6.1.1 identify a problem within a defined context C6.1.2 use technology to organize and display data in a problem-solving context C6.1.3 use technology to support and present conclusions
Date:
Division 1
ICT Learner Outcome C7 Students will use electronic research techniques to construct personal knowledge and meaning. C7.1.1 develop questions that reflect a personal information need C7.1.2 summarize data by picking key words from gathered information and by using jottings, point form or retelling C7.1.3 draw conclusions from organized information C7.1.4 make predictions based on organized information
Date:
Division 2
Name: Subject: Grade: Reporting Date: Division 2 Level 4 Excellent (Wow!) ICT Learner Outcome C1 Students will access, use and communicate information from a variety of technologies. C1.2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) C1.2.2 organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories; communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes C2 Students will seek alternative viewpoints using information technologies. C2.2.1 seek responses to inquiries from various authorities through electronic media Date: Level 3 Proficient (Yes) Date: Level 2 Adequate (Yes, but) Date: Level 1 Limited (No, but) Date:
Division 2
ICT Learner Outcome C3 Students will critically assess information accessed through the use of a variety of technologies. C3.2.1 identify and distinguish points of view expressed in electronic sources on a particular topic C3.2.2 recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used C4 Students will use organizational processes and tools to manage inquiry. C4.2.1 design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan as necessary C4.2.2 organize information, using such tools as databases, spreadsheets or electronic webbing C4.2.3 reflect on and describe the processes involved in completing a project
Date:
Division 2
ICT Learner Outcome C5 Students will use technology to aid collaboration during inquiry. C5.2.1 retrieve data from available storage devices, such as shared folders, to which groups have contributed C5.2.2 record group brainstorming, planning and sharing of ideas by using technology C5.2.3 extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and e-mail C6 Students will use technology to investigate and/or solve problems. C6.2.1 select and use technology to assist in problem solving C6.2.2 use data gathered from a variety of electronic sources to address identified problems C6.2.3 use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment
Date:
Division 2
ICT Learner Outcome C6 (continued) Students will use technology to investigate and/or solve problems. C6.2.4 solve problems, using numerical operations and such tools as calculators and spreadsheets C6.2.5 solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology C6.2.6 solve issue-related problems, using such communication tools as word processors or e-mail to involve others in the process C6.2.7 generate alternative solutions to problems by using technology to facilitate the process C7 Students will use electronic research techniques to construct personal knowledge and meaning. C7.2.1 use a variety of technologies to organize and synthesize researched information C7.2.2 use selected presentation tools to demonstrate connections among various pieces of information
Date:
Glossary
Achievement Assessment Contextualize Evaluation Formative Assessment Performance Performance Assessment Reliability Rubric Standard Student Profile Summative Assessment Validity
a students demonstration of knowledge, skills and attitudes relative to grade level curriculum standards collecting information on student achievement and performance to improve student learning to include ICT learner outcomes in another program of studies, such as language arts, by rephrasing the outcome to suit the context of the subject judgement regarding the quality, value or worth of a response ongoing assessment providing information to guide instruction and improve student performance the quality of a students demonstration of the learner outcomes a meaningful, real-life task that enables students to demonstrate what they know and can do in situations like those they will encounter outside the classroom as well as in situations that simulate how people do their work consistency of assessment results a fixed measurement scale and list of criteria that describe the quality of products or performances used to evaluate a students performance expected level of performance in relation to a specified curriculum outcome for a division or grade a chart that illustrates both the outcomes that have been taught and the students level of performance culminating assessment for a unit, grade level or course of study providing a status report on mastery or degree of proficiency according to identified learner outcomes appropriateness, adequacy and truthfulness of interpretations made from assessment information based on learner outcomes
References
Alberta Assessment Consortium. A Framework for Student Assessment . Edmonton, AB: Alberta Assessment Consortium, 1997. Alberta Assessment Consortium. A Framework for Communicating Student Learning. Edmonton, AB: Alberta Assessment Consortium, 1999. Alberta Assessment Consortium. How to Develop and Use Performance Assessments in the Classroom. Edmonton, AB: Alberta Assessment Consortium, 2000. Alberta Education. Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 1 to Grade 6. Edmonton, AB: Alberta Education, 1998a. Alberta Education. Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 7 to Grade 9. Edmonton, AB: Alberta Education, 1998b. Alberta Education. Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 10 to Grade 12. Edmonton, AB: Alberta Education, 1998c. Alberta Learning. Physical Education Guide to Implementation, Kindergarten to Grade 12. Edmonton, AB: Alberta Learning, 2000. Alberta Learning. Information and Communication Technology Program of Studies . Edmonton, AB: Alberta Learning, 20002003. Alberta Learning. Guide to Education: ECS to Grade 12. Edmonton, AB: Alberta Learning, 2002. Association for Supervision and Curriculum Development. Redirecting Assessment. Educational Leadership 46, 7 (1989). Association for Supervision and Curriculum Development. Teaching for Authentic Student Performance. Educational Leadership 54, 4 (1996). Black, Paul and Dylan Wiliam. Inside the Black Box. London, UK: Kings University, 1998. Davies, Anne. Making Classroom Assessment Work. Merville, BC: Connections Publishing, 2000. Eisner, Elliot W. The Uses and Limits of Performance Assessment. Phi Delta Kappan 80, 9 (1999), pp. 658660. Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York, NY: BasicBooks, 1993. Goodrich, Heidi. Understanding Rubrics. Educational Leadership 54, 4 (1996), pp. 1417. Gregory, Kathleen, Caren Cameron and Anne Davies. Knowing What Counts, Book OneSetting and Using Criteria: For Use in Middle and Secondary School Classrooms. Merville, BC: Connections Publishing, 2000a. Gregory, Kathleen, Caren Cameron and Anne Davies. Knowing What Counts, Book TwoSelfAssessment and Goal Setting: For Use in Middle and Secondary School Classrooms. Merville, BC: Connections Publishing, 2000b.
Guskey, Thomas R. Reporting on Student Learning: Lessons from the PastPrescriptions for the Future. In Thomas R. Guskey (ed.), Communicating Student Learning: 1996 ASCD Yearbook (Alexandria, VA: Association for Supervision and Curriculum Development, 1996), pp. 1324. Joint Advisory Committee on Principles for Fair Student Assessment Practices for Education in Canada. Principles for Fair Student Assessment Practices for Education in Canada. Edmonton, AB: Centre for Research in Applied Measurement and Evaluation, University of Alberta, 1993. Jonassen, David H., Kyle L. Peck and Brent G. Wilson. Learning With Technology: a constructivist perspective. Upper Saddle River, NJ: Prentice Hall, 1999. Popham, W. James. The Truth About Testing: An Educators Call to Action. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Stiggins, Richard J. Student-Centered Classroom Assessment (Second Edition). Upper Saddle River, NJ: Prentice-Hall, Inc., 1997. Stiggins, Richard J. Student-Involved Classroom Assessment (Third Edition). Upper Saddle River, NJ: Prentice-Hall, Inc., 2001. Stix, Andi. Strategies for Student-Centered Assessment . New Rochelle, NY: The Interactive Classroom, 1996. Wiggins, Grant and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.
Grades 79
Program of Studies
2003
Division 3
For further information, contact: Learning and Teaching Resources Branch 44 Capital Blvd 10044 108 St. NW, Suite 800 Edmonton, AB T5J 5E6 Telephone: 7804272984 in Edmonton or toll-free in Alberta by dialing 3100000 Fax: 7804220576
This resource is intended for: Teachers Technology Coordinators Administrators Parents Stakeholders Others 3 3 3
Copyright 2003, the Crown in Right of Alberta, as represented by the Minister of Learning. Alberta Learning, 44 Capital Blvd, 10044 108 St. NW, Suite 800, Edmonton, Alberta, Canada, T5J 5E6. Every effort has been made to provide proper acknowledgement of original sources. If cases are identified where this has not been done, please notify Alberta Learning so appropriate corrective action can be taken. Permission is given by the copyright owner for any person to reproduce this resource, or any part thereof, for educational purposes and on a nonprofit basis, except for those parts for which Alberta Learning does not hold copyright.
Acknowledgements
Alberta Learning wishes to acknowledge the contributions of the following individuals:
Alberta Learning
Pat Redhead, Project Chair Bonnie Brooks Joe Friesenhan Raja Panwar Phil Campbell Teddy Moline Denise Stocco Document Production Unit Stakeholder Technology Branch Stakeholder Technology Branch Information and Technology Management Curriculum Branch Learner Assessment Branch Learning and Teaching Resources Branch French Language Services Branch Learning and Teaching Resources Branch
Writing Team
Doug Knight, Project Manager Barry Allen Carol Caulfield Barry Edgar Dave Erickson Elizabeth Fargey Jennifer MacLean Kyla Popik Martina Schmidt Cliff Sosnowski Priscilla Theroux Joni Turville Sandra Unrau Evie Van Scheik Nancy Weber Knight Research and Consulting Services Chinooks Edge School Division No. 73 Parkland School Division No. 70 Edmonton School District No. 7 Peace River School Division No. 10 Red Deer School District No. 104 Edmonton Catholic Separate School District No. 7 Foothills School Division No. 38 Science Alberta Charter School Edmonton Catholic Separate School District No. 7 Calgary Roman Catholic Separate School District No. 1 St. Albert Protestant Separate School District No. 6 Calgary School District No. 19 Wolf Creek School Division No. 72 Edmonton School District No. 7
Revision Team
Robert Hogg, Coordinator Dale Armstrong, Coordinator Sherry Bennett Alanna Cellini Carol French Linda Glasier Bette Gray Donna Griffin Laurie Hawley Gary Heck Sharon Horne Carol Anne Inglis Dean Jarvey Jaime Johansson Daylene Lauman Tanis Marshall Kathy McCabe Anne Mulgrew Robert Smith Priscilla Theroux Joni Turville Ron Tyler Anna Wong Alberta Assessment Consortium (AAC) J.D. Armstrong Consulting S.R. Bennett Consulting Student, University of Alberta, Faculty of Education Student, University of Alberta, Faculty of Education Student, University of Alberta, Faculty of Education Parkland School Division No. 70 Elk Island Public Schools Regional Division No. 14 Parkland School Division No. 70 Heck Leadership and Consulting Services, Inc. Golden Hills School Division No. 75 Edmonton School District No. 7 Calgary Roman Catholic Separate School District No. 1 Integrity Consulting Edmonton School District No. 7 Edmonton School District No. 7 Edmonton School District No. 7 Edmonton School District No. 7 Parkland School Division No. 70 Calgary Roman Catholic Separate School District No. 1 St. Albert Protestant Separate School District No. 6 Chinooks Edge School Division No. 73 Student, University of Alberta, Faculty of Education
Table of Contents
Introduction ................................................................................................................................. Guiding Principles ........................................................................................................................ Principle 1: Assessment should be continuous ...................................................................... Principle 2: Assessment should be collaborative .................................................................... Principle 3: Assessment should be comprehensive ................................................................ Principle 4: Assessment should include criteria ...................................................................... Components ................................................................................................................................ Curriculum and Assessment Matrices .................................................................................... ICT Performance Assessments ............................................................................................. Developing Your Own Performance Assessments .................................................................. Criteria for Designing Performance Assessment Tasks ........................................................... Criteria for Designing Rubrics ................................................................................................ Student Self-reflection ........................................................................................................... Sample Student Profile ......................................................................................................... Communicating Student Learning .......................................................................................... Appendices A. Sample English Language Arts Assessment Task.............................................................. Single Rubric Combining ELA and ICT Outcomes ...................................................... Separate Rubrics for ELA and ICT Outcomes ............................................................ Evaluation Tools for ICT Outcome Categories F and P .................................................. Sample Performance Assessment Tasks and Rubrics for ICT Outcome Category C ......... Sample Student Self-reflection Tools ................................................................................ Student Profiles .............................................................................................................. 23 26 27 29 31 61 65 1 7 7 8 8 8 11 11 12 14 17 18 19 21 22
B. C. D. E.
Glossary ...................................................................................................................................... References .................................................................................................................................. This tool kit with blackline masters of student assessment tasks, rubrics, worksheets and other assessment tools is also available at <http://www.learning.gov.ab.ca/k_12/curriculum/bysubject/ict/>.
69 71
Introduction
Learning is enhanced when assessment strategies match the learner outcomes and are aligned to instruction assessment is integrated with instruction (unit and lesson planning) assessment relates new concept(s) to previous learning students are involved with their own assessment students get immediate, meaningful feedback students of all ability levels are able to demonstrate what they know and what they can do assessment engages and motivates students.
Alberta Assessment Consortium (AAC), 2000, p. 2
Teachers play a central role in the assessment and evaluation of student learning. Their authority and responsibility is established in the School Act (RSA 2000) (s18(e)) that states, Teachers regularly evaluate students and periodically report the results of the evaluation to the students, the students parents and the board. Technology is defined as the processes, tools and techniques that alter human activity the employment of tools, machines, materials and processes to do work, produce goods, perform services or carry out other useful activities (Alberta Learning, 20002003, p. 47). The Information and Communication Technology (ICT) competencies outlined in the ICT program of studies are basic life skills for a digital world that enable students to function in a knowledge-based economy and an information-rich society. These skills are no longer optional or complementary. They are an essential component of a students preparation for life and the world of work. The ICT curriculum is not intended to stand alone, but to be integrated within the programs of study for language arts, mathematics, science and social studies. Selected ICT outcomes are blended with core learner outcomes within a common context, such as a project, lesson or activity. The long-range goal is for ICT learner outcomes to be included and contextualized within core and other programs of study.
While schools play a variety of important social, custodial and organizational roles in communities, we assume that their primary obligation should be to help students to learn how to recognize and solve problems, comprehend new phenomena, construct mental models of those phenomena, and, given a new situation, set goals and regulate their own learning (learn how to learn).
Jonassen, Peck and Wilson, 1999, p. 7
Introduction / 1 2003
The Information and Communication Technology Program of Studies articulates a set of learner outcomes to be achieved over 12 grades of schooling. In making decisions about instructional planning and assessment, these outcomes: are sequenced for each of the four divisions (Grades K3, 46, 79 and 1012) can be placed into a scope and sequence that specifies which outcomes are taught in particular courses and grade levels (see www.learning.gov.ab.ca/ict for a document describing how to adapt a scope and sequence framework, and for sample frameworks) may be introduced at any time within the division, but are to be achieved no later than the third, sixth, ninth and twelfth grade levels, respectively are to be assessed and evaluated within the language of learning can be assessed and evaluated formatively or summatively when ICT learner outcomes and other learner outcomes remain separate but are part of a common assessment task; and can be reported to students, parents and others as separate marks are to be assessed and evaluated formatively and summatively when ICT learner outcomes are included and contextualized within core or other programs of studies; and are to be reported to students, parents and others as part of the subject mark (see Appendix A, pages 2328 for an English language arts sample with ICT outcomes included and contextualized).
Figure 1, on the following page, illustrates the relationship between the ICT program of studies and other programs of study. Figure 2, on page 4, is a general model of classroom assessment that shows the relationship between assessing, evaluating and reporting student learning. A glossary of educational terms used throughout this document can be found on page 69.
Figure 1
ICT
SOCIAL STUDIES OTHER
SCIENCE
Introduction / 3 2003
Figure 2 1
Classroom Assessment
Assessment methods or strategies (collect information on student achievement and performance to improve student learning)
Evaluation methods or strategies (judgement regarding the quality, value or worth of a response)
Communication (reporting) methods or strategies (inform the student, parents and others about what has been accomplished and what the next steps are in the learning process)
Formative
Student profile Personal communication Home response journal Individualized program plan (IPP) Portfolio Student self-reflection Open classroom Celebration of learning Student-led conference
Summative
Report card
The purpose of the Classroom Assessment Tool Kit is to assist teachers in selecting and developing classroom assessment strategies for evaluating C category learner outcomes (Figure 3) in the context of other core subjects and courses. C category (Communicating, Inquiring, Decision Making and Problem Solving) learner outcomes involve the ability to use a variety of processes to critically assess information, manage inquiry, solve problems, do research and communicate with a variety of audiences. Students are expected to apply their knowledge and skills in real-life situations (Alberta Learning, 20002003, p. 2). C category learner outcomes are best assessed using performance assessments that are meaningful, authentic, engaging, interesting, and age- and curriculum-appropriate. According to the literature, performance assessment is a closer measure of students abilities to achieve aspirations, than are conventional forms of testing (Eisner 1999). Performance assessment tasks and rubrics for evaluating some C category outcomes are available in Appendix C, pages 3160.
Figure 3
Communicating, Inquiring, Decisi on Making and Problem Solving
C1 Students will access, use and communicate information from a variety of technologies. Students will seek alternative viewpoints, using information technologies. Students will critically assess information accessed through the use of a variety of technologies. Students will use organizational processes and tools to manage inquiry. Students will use technology to aid collaboration during inquiry. Students will use technology to investigate and/or solve problems. Students will use electronic research techniques to construct personal knowledge and meaning.
1
C2
2
C3
3
C4
4
C5
5
C6
6
C7
Introduction / 5 2003
F category (Foundational Operations, Knowledge and Concepts) and P category (Processes for Productivity) learner outcomes are an important support for students to demonstrate C category outcomes. Checklists and rating scales appropriate for evaluating some F and P category outcomes are available in Appendix B, pages 2930.
Figure 4
Foundational Operations, Knowledge and Concepts
F1 F2 F3 F4 F5 Students will demonstrate an understanding of the nature of technology. Students will understand the role of technology as it applies to self, work and society. Students will demonstrate a moral and ethical approach to the use of technology. Students will become discerning consumers of mass media and electronic information. Students will practise the concepts of ergonomics and safety when using technology. Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
F6
Guiding Principles
Assessment, evaluation and communication of student achievement and growth are essential parts of the teaching and learning process. Each part of the teaching and learning process should be a positive experience for students and promote personal growth. Practices should be carried out in such a way that they support continuous 2 learning and development. To assist students in meeting the aim of the ICT program of studies, assessment should be a continuous, collaborative and comprehensive process that includes clearly identified and communicated criteria. The following principles, adapted from the Physical Education Guide to Implementation (Alberta Learning, 2000), are essential for effective assessment and evaluation of ICT learner outcomes: Principle 1: Principle 2: Principle 3: Principle 4: Assessment should be continuous Assessment should be collaborative Assessment should be comprehensive Assessment should include criteria.
Assessment practices should be carried out in such a way that they support and enhance ongoing student learning and development. Assessment practices should: require demonstration of both core subject and ICT learner outcomes promote student learning be part of instruction in a variety of contexts, using varied methods and instruments that match learner outcomes be part of an ongoing process rather than a set of isolated events focus on both process and product provide information about students prior learning provide ongoing feedback about the effectiveness of instruction enable students to demonstrate their knowledge and skills provide opportunities for students to revise their work in order to set goals and improve their learning provide a status report on how well students can demonstrate learner outcomes at that time.
2. Adapted with permission from the Alberta Assessment Consortium (AAC), A Framework for Student Assessment (Edmonton, AB: Alberta Assessment Consortium, 1997), p. 14.
Students benefit when they are involved in the assessment process. Assessment practices should help and encourage students to: be responsible for their own learning and develop a positive attitude toward the use of technology in meaningful, real-world situations be involved in establishing criteria for evaluating their products or performances work together to learn and achieve outcomes feel competent and successful using technology set goals for further improvements.
Assessment practices should address learner outcomes and include a variety of strategies that meet the diverse learning needs of students. Assessment practices should: be developmentally appropriate, age-appropriate, genderbalanced, and consider students cultural and special needs be constructive, build on student strengths, and encourage further learning by creating positive atmospheres and self-images enable students to demonstrate ICT proficiencies: in many different contexts and subjects in meaningful, real-life situations enable students to demonstrate that ICT proficiency is transferable across contexts and subjects include multiple sources of evidence (formal and informal) provide opportunities for students to demonstrate what they know, understand and can do.
Assessment practices should identify and clearly define the critical aspects of performance for demonstrating student learning. Assessment practices should: involve students in identifying and/or creating criteria communicate the criteria used to evaluate student work before students begin tasks so they can plan for success provide students with rubrics to indicate performance levels be communicated to students so that they understand expectations related to learner outcomes. Achievement is based on demonstration of learner outcomes rather than comparing one students performance to anothers. Comparing one students proficiencies to anothers does not motivate students to achieve and frequently has the reverse effect. Meaningful, relevant and realistic criteria for achieving learner outcomes can motivate students to take responsibility for their own learning and develop a lifelong desire to use technology wisely.
A good assessment instrument can be a learning experience. But more to the point, it is extremely desirable to have assessment occur in the context of students working on problems, projects or products that: genuinely engage them hold their interest motivate them to do well. Such exercises may not be as easy to design as the standard multiple -choice entry, but they are far more likely to elicit a students full repertoire of skills and to yield information that is useful for subsequent advice and placement.
Gardner, 1993, p. 178
Components
Curriculum and Assessment Matrices
The learner outcomes of the ICT program of studies identify sets of competencies that are best demonstrated in meaningful activities and projects, rather than as discrete and isolated mini-skills. Several outcomes can be assessed within one activity. Also, more reliable information on student achievement can be collected through several activities or projects. The sample matrix below illustrates how activity codes are assigned to sample assessment tasks. For example, performance assessment task ELA201.01 is an activity code meaning English Language Arts 20, assessment task number 1 for this course. This assessment task will evaluate ICT learner outcomes C3 and C7. C3.4.1 assess the authority, reliability and validity of electronically accessed information C3.4.2 demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic C7.4.1 use appropriate strategies to locate information to meet personal needs C7.4.2 analyze and synthesize information to determine patterns and links among ideas
Sample Division 4
Assessment ICT Outcomes <Title> PM20.01 <Title> BIO20.01
C1.4.1
<Title> ELA201.01
<Title> CHEM20.01
C1.4.2
<Title> PHYS20.02
C1
Access, use and communicate information
C2
Seek alternative viewpoints
C3
Critically assess information
C3.4.1
C3.4.1, C3.4.2
C4
Use organizational processes and tools
C5
Use technology to aid collaboration
C6
Investigate and solve problems
C7
Use electronic research techniques
Components / 11 2003
This Classroom Assessment Tool Kit provides sample assessment tasks in Appendix C for Grade 9 level courses. The sample assessment tasks incorporate outcomes from one or more of the core subject areas. These tasks are provided as illustrations and are but one component of a quality classroom assessment program. These examples are intended to demonstrate: how ICT outcomes can be assessed and evaluated how ICT and core subject outcomes can be incorporated in the same assessment task yet provide distinct information about each set of outcomes what good performance assessment tasks look like. Each sample assessment has four parts: 1. learner outcomes 2. criteria for assessing student products and performances 3. student assessment tasks 4. rubrics to evaluate student performance.
Tasks
Tasks are meaningful activities designed to reveal whether students are able to demonstrate the learner outcomes of the ICT program of studies and of one or more core subjects in a real-life context. The tasks require that students have had relevant learning experiences and instruction prior to undertaking the assessment tasks. These task activities are examples only. Teachers are encouraged to modify them to meet the needs and circumstances of their students. The availability of resources, such as software, computers and Internet connections, will determine which tasks are most appropriate. Student interest and readiness should also be taken into consideration.
Rubrics
Rubrics further clarify what is expected of students by describing task assessment criteria and levels of task performance. Two rubrics are provided for each task. As these tasks are principally designed to measure ICT learner outcomes, the rubrics provide only those criteria that match the specific outcomes and criteria listed in the ICT rubric. Core subject rubrics are also provided for the evaluation of learner outcomes. Prior to using the rubrics in Appendix C, teachers should ensure that students understand the language used in each rubric. It is essential to discuss the rubric so that the language becomes understandable to students. This is a great opportunity to help students expand their vocabulary and clarify what is expected of them. When student work is judged limited or insufficient, teachers need to make decisions about appropriate interventions to help students improve. One possibility is for teachers and students to work together to establish learning goals. All students can benefit from setting learning goals. (See Student Learning Goals at the end of each rubric and in the Sample Student Profile on page 21.) Other sources of performance assessment information are included in the reference section of the Classroom Assessment Tool Kit and on Web sites, such as www.aac.ab.ca and www.2Learn.ca. 12 / Classroom Assessment Tool Kit 2003 Information and Communication Technology (Division 3)
Alberta Learning, Alberta, Canada
Level 4 Excellent
Meaning The student meets the standard of excellence for the grade, demonstrates exemplary performance or understanding, shows creativity.
3 Proficient
The student meets the acceptable standard for the grade by demonstrating solid performance or understanding.
This is a Yes.
2 Adequate
The student just meets the acceptable standard for the grade. Performance and understanding are emerging or developing, some errors are being made, grasp is not thorough. The student is not yet meeting the acceptable standard for the grade and has serious errors, omissions or misconceptions.
1 Limited*
This is a No, but there is some basis for making improvement. The teacher needs to make decisions about appropriate interventions to help the student improve.
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
This is a No judgement can be made. The teacher must decide: if the student should redo the task if more time should be provided to complete the task if a different task at the students ability level should be assigned if further instruction leading to reassessment should be provided if the task is inappropriate for the student and should be scrapped.
* When work is judged limited or insufficient, teachers need to make decisions about appropriate interventions to help students improve.
3. Adapted with permission from the Alberta Assessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), pp. 4849.
Components / 13 2003
The following are suggestions for developing and using performance assessments. Collect examples of performance assessment tasks and rubrics. Have ongoing discussions with colleagues about assessment tasks and rubricswhats working and whats not. Work with others in your school or department to develop common language about assessments and grading. Develop a plan of action for including more products or performances in your assessment program. Add one self-reflective activity during the week. Add one performance assessment with criteria and scoring rubric per grading period. Visit Web sites that provide examples of performance assessment tasks and rubrics.
When developing performance assessments, begin by selecting subject and ICT learner outcomes. Three to five learner outcomes for each is an appropriate goal. Once students have completed a task, they should be given an opportunity to reflect on their performance and set goals for future learning. This allows teachers and students to link assessment results to teaching and learning. A sample planning template is provided below.
CRITERIA are evidence that the student has achieved the outcomes Each student will:
The following templates are for developing student assessment tasks and rubrics.
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
* When work is judged limited or insufficient, the teacher makes decisions about appropriate
interventions to help the student improve.
Components / 15 2003
Student ___________________________________
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
* When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
b.
c. d. e. f. g. h. i. j. k. l.
m. engage students so their interest and enthusiasm will be sustained n. o. p. merit the time and energy required to complete it provide an evaluation rubric matched with the criteria provide students with the criteria and opportunities to reflect on, selfevaluate and improve their performance?
4. Adapted with permission from the Maryland Assessment Consortium, Performance Task Rubric (Linthicum, MD: Maryland Assessment Consortium, 1994).
Components / 17 2003
Do the rubric descriptors: a. state criteria in specific terms using action verbs b. address expected learner outcomes c. describe what students are to know and do d. address the same criteria, in the same order and number at each level e. describe measurable qualities of a performance or product (not quantities) f. use age-appropriate, helpful, understandable and succinct language g. use parallel language at each level h. clearly distinguish one performance or product level from the others?
Fully
Partly
Student Self-reflection
Students do better when they understand the goal, see models and know how their performance compares to learner outcomes. Sample Student Self-reflection Tools are provided in Appendix D, pages 6163, to encourage students to think about how they have performed, review what has been learned and set goals for further 5 learning.
Rationale5
Learning increases when students are involved in the assessment process. Underlying the various approaches [to improving classroom assessment] are assumptions about what makes for effective learningin particular that students have to be actively involved [in the assessment process].
Black and Wiliam, 1998, p. 5
Learner outcomes are clarified when students assist in describing the criteria used to evaluate the performance. Students can reach any target they know about and that holds still for them.
Stiggins, in Davies, 2000, p. 19
Students are motivated to learn when they are involved in determining performance criteria and setting goals. Rubrics offer a means for educators to motivate students through classroom assessment. Students, who are given a voice in their grading, also are given a clear understanding of what is expected from them and the assurance that their accomplishments will be recognized. Thus, the process creates a safe environment for students to take creative risks.
Stix, 1996, p. 51
Students understand how they learn when they assess their own learning. When students assess themselves they develop insights into their own learning.
Gregory, Cameron and Davies, 2000b, p. 10
5. Adapted with permission from the Alberta Assessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), pp. 3032.
Components / 19 2003
identify and determine important criteria for a task (use brainstorming and discussions that analyze student samples to develop a critical elements list) write descriptors in student-friendly language create their own rubrics for open-ended tasks (begin by having students write criteria for simple things, like the ideal birthday party, being a good friend or expected classroom behaviours) generate or choose samples that demonstrate or reflect each performance level.
5
Initiating teacherstudent communication As teachers move about classrooms during the administration of performance assessments, they should: provide continual feedback to students observe student progress encourage students to continuously self-assess assist students with difficulties.
5
Using Pause-and- Think Have students pause briefly to think about their work and what they have learned. The reflection should be guided and specific. Students could reflect on their progress, their learning, what they did not understand, what comes next or changing goals. After Pause-and-Think, students could complete the following activities. Share Turn to a partner and describe what they learned. Look for proofSelect and comment on a work sample that demonstrates an aspect of their learning. Connect to criteriaExplain how they have met the criteria. Relate the learningConnect current concepts to past learning or find examples of the concepts in other contexts. Self/Peer assessment Use the rubric to evaluate their own or another students product or performance, and suggest what works, what doesnt and whats missing.
5. Adapted with permission from the Alberta Assessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), pp. 3032.
A profile of the various levels of achievement on general ICT outcomes, in the context of core subjects, provides a visual and ongoing record of student performance. Student profiles are rating scales that may be used to record and communicate students levels of performance based on C category ICT learner outcomes. This information could be taken from an ICT scope and sequence developed by the school or jurisdiction. (See www.learning.gov. ab.ca/ict for a document describing how to adapt a scope and sequence framework, and for sample frameworks.)
C1
Students will access, use and communicate information from a variety of technologies. C1.1.1 access and retrieve appropriate information from electronic sources for a specific inquiry
C3
Students will critically assess information accessed through the use of a variety of technologies. C3.1.1 compare and contrast information from similar types of electronic sources Student Learning Goals Area of need (Whats hard for me): Finding information that I need from the Internet Action June 2002By October 2002, I will successfully access and retrieve relevant information from the Internet, independently. Strength to enhance: My ability to use a variety of technologies to access information Action January 2002I want to find new ways to access information; e.g., discussion forums.
Components / 21 2003
Information and communication technology learner outcomes can be assessed formatively or summatively. Effective communication informs students, parents and others about the outcomes accomplished and the next steps in the learning process. Student Profiles are provided in Appendix E, pages 6568. The greater the role students are given in this process, the richer the information that is shared and the greater the impact on future student learning. Communication of student learning should: celebrate and improve learning enhance the home and school partnership involve a variety of strategies reflect a schools philosophy about learning be based on curriculum outcomes. Information on student progress is required for reporting clearly to students, parents and others. This information is essential in order for teachers to change or refine instructional plans to ensure learning activities are appropriate for all students. The information is also required to evaluate program effectiveness and revise programs to improve student learning (Alberta Learning 2002).
Appendix A
Sample English Language Arts Assessment Task
This English Language Arts (ELA) task identifies both ELA and ICT outcomes. Many of these ICT outcomes can be contextualized within the ELA program of studies. This assessment sample uses an integrated rubric (page 26) to assess both the ICT and ELA outcomes. Note : If ICT outcomes are not included and contextualized with another core curriculum, the ICT and core subject outcomes need to be evaluated separately. Two distinct rubrics would be used because the English language arts subject outcomes could be demonstrated without the application of ICT outcomes. The sample rubrics on pages 2728 illustrate how ICT outcomes and English language arts outcomes can be evaluated separately.
3.1.2 3.1.3
3.2.1
Appendix A / 23 2003
ENGLISH LANGUAGE ARTS OUTCOMES (contd) No. 3.4.1 4.1.3 Description Share ideas and information select appropriate visuals, print and/or other media to inform and engage the audience Enhance legibility experiment with a variety of software design elements, such as spacing, graphics, titles and headings, and font sizes and styles, to enhance the presentation of texts Attend to spelling edit for and correct commonly misspelled words in own writing, using spelling generalizations and the meaning and function of words in context
4.2.2
ICT OUTCOMES No. C1.2.1 C1.2.2 Description access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories; communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes organize information, using such tools as databases, spreadsheets or electronic webbing retrieve data from available storage devices, such as shared folders, to which groups have contributed use a variety of technologies to organize and synthesize researched information use selected presentation tools to demonstrate connections among various pieces of information
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information organize information create a storyboard compose a story use conventions present a story. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. The following Web sites can be pertinent to this task. http://www.acs.ucalgary.ca/~dkbrown/storfolk.html Folklore, Myth & Legend (from the Childrens Literature Web Guide) http://www.cln.org/themes/fairytales.html Stories, Folklore, and Fairy Tales Theme Page (from the Community Learning Network) http://www.qesn.meq.gouv.qc.ca/folklore/index.htm Teaching with Folklore
Appendix A / 25 2003
ENGLISH LANGUAGE ARTS and ICT RUBRIC USING STORIES TO CREATE STORIES
Level Criteria
Accesses and retrieves information (3.1.3, 3.2.1, C1.2.1, C5.2.1)
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer
Places incomplete, irrelevant information into pre-set categories using an electronic graphic organizer
Creates an original, interesting storyboard using the essential requirements of the selected genre
Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable Creates a multimedia presentation that engages and holds the interest of the audience
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writers intended meaning Creates a multimedia presentation that communicates to the audience
Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writers intended meaning
Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writers intended meaning Creates a singledimension presentation that suits neither the needs nor interests of the audience
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
* When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve. Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
4 Excellent
Efficiently accesses and retrieves relevant information from several sources
3 Proficient
Selectively accesses and retrieves relevant information from sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Places incomplete, irrelevant inf ormation into pre-set categories using a graphic organizer
Creates an original, interesting storyboard using the essential requirements of the selected genre Composes original and compelling story with rich supporting details Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable Presents story that engages and holds the interest of the audience
Completes a storyboard template based on the requirements of the selected genre Composes simple and predictable story with few supporting details Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writers intended meaning
Composes incomplete, uninteresting or disjointed story Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writers intended meaning Presents story that suits neither the needs nor interests of the audience
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writers intended meaning Presents story that communicates to the audience
Presents story that communicates to the audience, but does not sustain interest throughout
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix A / 27 2003
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer Creates an electronic storyboard using the essential requirements of the selected genre
Places incomplete, irrelevant information into pre-set categories using an electronic graphic organizer Completes an electronic storyboard template by placing events and ideas randomly
Creates an original, interesting electronic storyboard using the essential requirements of the selected genre Creates a multimedia presentation that engages and holds the interest of the audience through the effective use of sound and graphics
Completes an electronic storyboard template based on the requirements of the selected genre
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
Creates a singledimension presentation that suits neither the needs nor interests of the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix B
Evaluation Tools for ICT Outcome Categories F and P
Since F, P and C ICT learner outcomes measure different skills, the tools used to assess and evaluate these outcomes are also different. F outcomes are concerned with social, moral and safety issues, and P outcomes are primarily skillbased, therefore assessment strategies that give students opportunities to demonstrate their skills either as a finished product or as a process are appropriate. Rubrics, analytic rating scales and checklists are efficient tools for judging the quality of student performance and promoting successful learning because clear explanations are provided to students. To be effective, it is essential that these evaluation tools be shared with students before they start assessment tasks. Analytic rating scales and rubrics are comparable to dimmer switchesthere are various degrees of illumination just as there are degrees of quality of performance. Checklists, on the other hand, are more like simple toggle switchesthey are either on or off. Checklists provide teachers with opportunities to reveal to students whether specific criteria are present or absent. Checklists are two-point scalesyes or not yet. The sample checklists in this appendix are based on F and P learner outcomes.
6
6. Adapted from Alberta Education, Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 7 to Grade 9 (Edmonton, AB: Alberta Education, 1998), pp. 12, 18, 21, 23, 28, 29, 34, 36, 42, 51, 61, 66.
Appendix B / 29 2003
The student can: connect and use audio, video and digital equipment (F6.3.1) perform routine data maintenance and management of personal files (F6.3.2) upload and download text, image, audio and visual files (F6.3.3) control devices electronically (F6.3.4) describe the steps in loading software (F6.3.5) identify and apply safety procedures, including anti-virus scan, virus checks and troubleshoot technical problems (F6.3.6, F1.3.7)
Work Station Routines The student: appropriately adjusts monitor, keyboard, desk, chair and other equipment to ensure workstation is safe and ergonomically appropriatecomfortable, healthy, safe and efficient (F5.3.2) observes ethical, legal and security measures in handling software and hardwarecopyright, privacy, confidentiality (F3.3.5, F3.3.6) uses time and resources wisely (F3.3.1)
To support communication, the student can: design a document, using style sheets and with attention to page layout (P1.3.1) use advanced word processing menu features to accomplish a task (P1.3.2) revise text documents based on feedback (P1.3.3) design, create and modify a database (P2.3.1) design, create and modify a spreadsheet using functions like SUM, PRODUCT, QUOTIENT and AVERAGE (P2.3.2) use a graphing calculator or computer to solve problems using rational numbers (P2.3.4) create multimedia presentations (P3.3.1, P3.3.2) integrate and emphasize information from a database into a text document (P4.3.1, P4.3.2, P4.3.3) create a multiple-link web page (P5.3.1) interact with targeted audiences using networks and communication technologies (P6.3.1)
Appendix C
Sample Performance Assessment Tasks and Rubrics for ICT Outcome Category C
The sample ICT assessment tasks focus on C category learner outcomes. C category tasks subsume outcomes from the F and P categories of the ICT outcomes. The result is a comprehensive assessment that requires the completion of fewer assessment tasks. This appendix provides sample performance tasks and scoring rubrics for mathematics, science, social studies and English language arts representing some of the C category outcomes. Below is a Curriculum and Assessment Matrix indicating the activity code assigned to the sample performance assessment task and the ICT learner outcomes that the task assesses. For each assessment task, students are given a real-life, meaningful context with a definite role and audience. As these are simulations, the audience may consist of teachers, parents, support staff or classmates. The samples may also include Web link references that were active at the time of publication and will be updated from time to time in the online edition of this tool kit. Teachers should determine and communicate to students whether assessment tasks will be evaluated on an individual or group basis.
E-Zine Review
Survey on Marketing
ELA.01
C1.3.1, C1.3.6
ELA.02
C1.3.1, C1.3.2, C1.3.4, C1.3.5 C2.3.1, C2.3.2, C2.3.3 C3.3.1, C3.3.2
ELA.03
C1.3.4, C1.3.5, C1.3.6
MA.01
C1.3.5, C1.3.6
C2
Seek alternative viewpoints
C3
Critically assess information
C4
Use organizational processes and tools
C4.3.1
C5
Use technology to aid collaboration
C6
Investigate and solve problems
C7
Use electronic research techniques
Appendix C / 31 2003
Air-Quality Indicators
SC.01
C1.3.1, C1.3.3, C1.3.5, C1.3.6
SS.01
C1.3.1, C1.3.2, C1.3.3, C1.3.5, C1.3.6
C2
Seek alternative viewpoints
C3
Critically assess information
C4
Use organizational processes and tools
C5
Use technology to aid collaboration
C6
Investigate and solve problems
C7
Use electronic research techniques
E-ZINE REVIEW
Students will create a plan for accessing a variety of opinions on a specific book or movie of interest to teenagers, use the plan to conduct a search for this information and write a review for posting on a Web site.
ENGLISH LANGUAGE ARTS OUTCOMES No.
3.1.1
Description
Focus attention synthesize ideas and information from a variety of sources to develop own opinions, points of view and general impressions Determine information needs select types and sources of information to achieve an effective balance between researched information and own ideas Use a variety of sources obtain information reflecting multiple perspectives from a variety of sources, such as expository essays, graphs, diagrams, online catalogues, periodical indices, film libraries, electronic databases and the Internet, when conducting research Record information choose specific vocabulary, and use conventions accurately and effectively to enhance credibility Share ideas and information communicate ideas and information in a variety of oral, print and other media texts, such as media scripts, multimedia presentations, panel discussion and articles
3.1.2
3.2.1
3.3.2 3.4.1
Description
plan and conduct a search, using a wide variety of electronic sources communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose access diverse viewpoints on particular topics by using appropriate technologies assemble and organize different viewpoints in order to assess their validity use information technology to find facts that support or refute diverse viewpoints
CRITERIA are evidence that the student has achieved the outcomes Each student will: plan and conduct a search locate and organize information synthesize information communicate findings.
Appendix C / 33 2003
TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. To facilitate this activity, teachers may wish to discuss options for planning and conducting the search using information technology. It would also be beneficial to discuss ways to organize differing opinions within the review. There are several e-zine sites on the Internet. Examples can be found at: http://www.2Learn.ca/ http://www.wired.com/news/school/ http://www.surf-site.com/i.x/Kids_and_Teens/Teen_Life/Magazines_and_E-zines/. It is important to preview sites before recommending them to students.
E-ZINE REVIEW
Entertainment is part of life, and so is sharing personal opinions. What we see and read becomes more meaningful when we share ideas and opinions, and reflect on our differences. Written reviews are effective ways to share a variety of opinions about sources of entertainment, such as books and movies. Reading reviews allows us to experience a variety of ideas, and writing them allows us to reconsider our ideas by comparing, revising or elaborating on them. Electronic reviews, such as those found in an e-zine, allow us to share such information with a wide audience. You are a book or movie critic. You have been asked to create a plan for accessing a variety of opinions on a specific book or movie, and use the plan to conduct a search for this information. Evaluate your information, selecting facts from the book or movie to support or refute the opinions you have collected. Organize these facts and opinions, along with your own, into a book or movie review targeted to teenagers, to be posted on a Web site. Revise and edit your work carefully.
Appendix C / 35 2003
Student
4 Excellent
Develops a clear, practical plan for accessing information that reflects multiple perspectives from an extensive variety of sources
3 Proficient
Develops a workable plan for accessing information that reflects multiple perspectives from a variety of sources
2 Adequate
Develops a workable plan for accessing information from a few sources
1 Limited*
Develops an impractical plan that makes gathering information difficult
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Selects types and sources of information to create an effective balance between information gathered and own ideas
Selects types and sources of information to create a balance between information gathered and own ideas
Provides little or no evidence of balance between information gathered and own ideas
Organizes and synthesizes information from a variety of sources to create a comprehensive review
Communicates ideas and information effectively, using specific vocabulary and correct language conventions that engage the audience
Communicates ideas and information clearly, using appropriate vocabulary and correct language conventions that hold the attention of the audience
Communicates ideas and information using vocabulary and language structures that do not interfere with the flow of communication
Communicates ideas and information using limited vocabulary and inconsistent or incorrect language conventions that interfere with the flow of communication
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student
4 Excellent
Develops an efficient and complete plan that focuses on gathering meaningful material from a wide range of electronic sources, representing diverse opinions
3 Proficient
Develops a plan that focuses on gathering material from electronic sources, representing several opinions
2 Adequate
Develops a plan that uses material from electronic sources, representing a few opinions
1 Limited*
Develops an unworkable or impractical plan that uses material from electronic sources
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Locates and organizes evidence electronically that effectively supports or ref utes different viewpoints
Locates and organizes evidence electronically that supports or refutes different viewpoints
Locates and organizes evidence electronically that partially supports or refutes different viewpoints
Applies communication technology to clearly present comprehensive evidence in an engaging, persuasive way to support a viewpoint
Applies communication technology to present little, if any, evidence to support a viewpoint that is unclear
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 37 2003
Description
Focus attention synthesize ideas and information from a variety of sources to develop own opinions, points of view and general impressions assess adequacy, accuracy and appropriateness of text details to support or further develop arguments, opinions or points of view Plan to gather information select information sources that will provide effective support, convincing argument or unique perspectives Use a variety of sources obtain information reflecting multiple perspectives from a variety of sources, such as expository essays, graphs, diagrams, online catalogues, periodical indices, film libraries, electronic databases and the Internet, when conducting research Access information distinguish between primary and secondary sources, and determine the usefulness of each for research purposes follow up on cited references to locate additional information Evaluate sources evaluate sources for currency, reliability and possible bias of information for a particular research project
3.1.3
3.2.1
3.2.2
3.2.3
Description
plan and conduct a search, using a wide variety of electronic sources refine searches to limit sources to a manageable number access and retrieve information through the electronic network analyze and synthesize information to create a product access diverse viewpoints on particular topics by using appropriate technologies assemble and organize different viewpoints in order to assess their validity use information technology to find facts that support or refute diverse viewpoints evaluate the authority and reliability of electronic sources evaluate the relevance of electronically accessed information to a particular topic
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information identify criteria for evaluating information evaluate information synthesize information. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. To help ensure student success, teachers may want to provide one or more effective examples of annotated bibliographies and explain how they are created and used. A class discussion on criteria for judging the validity and appropriateness of information prior to having students create their own list of criteria would also be beneficial. Note: The task suggests a review of material on the issue of waste management, however alternative issues may be substituted.
Appendix C / 39 2003
Student
4 Excellent
Selects a variety of information sources that provide effective support and evidence, or a unique perspective, for a specific issue
3 Proficient
Selects a variety of information sources that provide support and evidence, or a unique perspective, for a specific issue
2 Adequate
Selects information sources that provide support or evidence for a specific issue
1 Limited*
Selects information sources that may or may not be related to a specific issue
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Evaluates information gathered for its usefulness, based on effective application of criteria for adequacy, accuracy, currency and appropriateness Synthesizes information using a logical and sophisticated organizational structure
Evaluates information gathered for its usefulness, based on application of criteria for adequacy and currency
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 41 2003
Student
4 Excellent
Efficiently accesses and retrieves information from a variety of electronic sources representing diverse points of view
3 Proficient
Accesses and retrieves information from several electronic sources representing diverse points of view
2 Adequate
Accesses and retrieves information from few electronic sources representing more than one point of view
1 Limited*
Accesses and retrieves information from a few electronic sources representing a singular point of view
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Clearly identifies meaningful criteria for evaluat ing sources and applies criteria with efficient use of technology
Identifies useful criteria for evaluating sources and applies criteria with assistance of technology
Identifies credible criteria for evaluating sources, including some use of technology
Evaluates the authority, reliability and relevance of sources through effective application of criteria
Evaluates the authority, reliability and relevance of sources through accurate application of criteria
Evaluates the authority, reliability and relevance of sources through superficial application of criteria
Effectively analyzes and synthesizes sources and their validity in a clear, sophisticated format
Analyzes and synthesizes sources and their validity in an efficient, organized format
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Description
Plan to gather information select information sources that will provide effective support, convincing argument or unique perspectives Record information use own words to summarize and record information in a variety of forms, paraphrase and/or quote relevant facts and opinions, reference sources choose specific vocabulary, and use conventions accurately and effectively to enhance credibility Share ideas and information integrate appropriate visual, print and/or other media to reinforce overall impression or point of view and engage the audience Revise and edit revise to ensure effective introductions, consistent points of view, effective transitions between ideas and appropriate conclusions Enhance legibility identify and experiment with some principles of design that enhance the presentation of texts Attend to grammar and usage use a variety of strategies to make effective transitions between sentences and paragraphs in own writing Attend to spelling demonstrate the deliberate, conscientious and independent application of a variety of editing and proofreading strategies to confirm spellings in own writing Use effective oral and visual communication integrate a variety of media and display techniques, as appropriate, to enhance the appeal, accuracy and persuasiveness of presentations
3.3.2
3.4.1
4.1.2
4.1.3 4.2.1
4.2.2
4.3.3
Description
access and retrieve information through the electronic network analyze and synthesize information to create a product communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose create a plan for an inquiry that includes consideration of time management
C4.3.1
Appendix C / 43 2003
CRITERIA are evidence that the student has achieved the outcomes Each student will: create a plan access and retrieve information organize and summarize information analyze and synthesize information enhance an article use conventions communicate findings incorporate principles of visual design. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Students may experience difficulty getting respondents to answer their questions. As an alternative, consider having students use online sources of biographical information.
Appendix C / 45 2003
Student
4 Excellent
Creates a logical, detailed, step-by -step plan that will result in desired information
3 Proficient
Creates a logical plan with sufficient details
2 Adequate
Creates a plan with basic information but that is somewhat illogical
1 Limited*
Creates a plan that includes few, if any, related details, does not follow any logical order
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Information from interview is wellorganized; meaningful, relevant quotes are included and ideas clearly summarized
Information from interview is organized; relevant quotes are included and ideas summarized
Information from interview is recorded but lacks organization; quotes are included and ideas summarized
Information from interview is haphazardly organized; quotes may not be present and information partially summarized
Article is revised to include an effective introduction, effective transitions and an appropriate conclusion, based on feedback Article is essentially error-free in terms of spelling and grammar
Article is revised but lacks clearly defined introduction, transitions and conclusion
Few errors in spelling and grammar are present but do not reduce clarity of communication
Combines text and visuals in a manner that enhances and emphasizes information, and engages the audience
Combines text and visuals in a manner suitable to the presentation that holds the attention of the audience
Combines text and visuals in functional presentation that is uninteresting to the audience
Combines text and visuals with little concern for layout and/or visual appeal that fails to hold the attention of the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student
3 Proficient
Develops a plan for inquiry which includes the process, timelines and questions
2 Adequate
Develops a general plan for inquiry whereby the process and timelines established are functional
1 Limited*
Develops plan that suggests inadequate and/or inappropriate process, timelines and questions
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses an efficient process to access and retrieve comprehensive information using e-mail Provides an insightful, detailed analysis of information obtained from the interview
Uses a process that demonstrates a lack of awareness of basic procedures for accessing and retrieving e-mail Provides an inaccurate, illogical analysis that has little or no bearing on the information obtained during the interview
Provides a complete and reasonable analysis of the information obtained from the interview
Uses technology to create an article that is engaging and considers both purpose and audience
Uses technology to create an article that is interesting, has a purpose, and holds the attention of the audience
Uses technology to create an article that is functional but uninteresting, purpose may not be clear
Uses technology to create an article that is neither persuasive nor engaging, with little or no evidence of purpose
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 47 2003
SURVEY ON MARKETING
Students will report on the consumption of soft drinks in their school by designing and conducting a survey to determine the preferred soft drink among students, and prepare and present a written or visual report, including a discussion of the survey design, a graph, slogan and results of the survey.
MATHEMATICS OUTCOMES No.
SO1
Description
Patterns and Relations use logic and divergent thinking to present mathematical arguments in solving problems Statistics and Probability (Data Analysis) design, conduct and report on an experiment to investigate a relationship between two variables determine the lines of best fit from a scatter plot for an apparent linear relationship, by using technology (equations are not expected) assess the strengths, weaknesses and biases of samples and data collection methods Statistics and Probability (Chance and Uncertainty) recognize that decisions based on probability may be a combination of theoretical calculations, experimental results and subjective judgements
Description
analyze and synthesize information to create a product communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose articulate clearly a plan of action to use technology to solve a problem identify the appropriate materials and tools to use in order to accomplish a plan of action make connections among related, organized data, and assemble various pieces into a unified message
CRITERIA are evidence that the student has achieved the outcomes Each student will: design and conduct a survey generate a graph manipulate the graph solve a problem communicate findings. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. In order to facilitate this activity, teachers may want to spend time discussing graphs for depicting the type of data being collected; i.e., line graph vs. bar graph, and which type is most suited to the task. As well, they may wish to spend time reviewing the appropriate labelling of axis, titles, legends and scales to prepare students for success. 48 / Classroom Assessment Tool Kit 2003 Information and Communication Technology (Division 3)
Alberta Learning, Alberta, Canada
SURVEY ON MARKETING
Being able to collect and analyze information is a critical skill for many occupations, including research, advertising and market analysis. Data collected through surveys can be graphically depicted and analyzed with the aid of spreadsheets. Imagine that you are the marketing and communications researcher for a particular soft drink company, and you have been asked to report on the consumption of soft drinks at a school. The results of your research will be shared with the companys stockholders and will hopefully confirm that their soft drink is the most popular choice in schools today. Design and conduct a survey to determine the preferred soft drink among students in your school. Ensure that the survey is given to a representative sample of students, allowing you to generalize to the whole school population. Consider how you can ensure that a high percentage of surveys will be returned and completed in a useful manner. Create a spreadsheet to tabulate the data collected from the completed surveys. Using the data in the spreadsheet, generate a graph that depicts the sales of soft drinks in the school. Without making modifications to the actual data, manipulate the graph; i.e., by adjusting scale, size, so that it most favourably represents the soft drink company. Compose a catchy slogan to include with the graph. Use technology to prepare a written or visual report for your presentation to the stockholders. Include a discussion of the survey design, the graph, slogan and results.
Appendix C / 49 2003
Student
4 Excellent
Creates a sophisticated survey to investigate the relationship between soft drink sales and preferences from an accurate, representative sample
3 Proficient
Creates a practical survey to investigate the relationship between soft drink sales and preferences from a representative sample
2 Adequate
Creates a viable survey to investigate soft drink sales and preferences from a sample
1 Limited*
Creates an impractical survey to investigate soft drink sales and preferences from a sample
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses technology efficiently to create an accurate graphical representation of a linear relationship between two welldefined variables
Manipulates graph (SO6, SO8 Statistics and probability, data analysis/chance and uncertainty)
Manipulates graph to present data favourably, recognizing strengths, weaknesses and biases of samples and collection methods, and subjective judgement
Manipulates graph to present data favourably, recognizing bias of samples and subjective judgement
Manipulates graph to present data favourably, with some recognition of bias and subjective judgement
Fails to manipulate graph or manipulates data itself, does not recognize bias or subjective judgement
Uses logic and divergent thinking effectively to present an accurate, effective mathematical solution
Does not use logic or divergent thinking in attempts to present a mathematical solution
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student
4 Excellent
Creates and applies a sophisticated survey design for collecting statistically accurate, valid and reliable data
3 Proficient
Creates and applies a practical survey design for collecting statistically accurate, valid and reliable date
2 Adequate
Creates and applies a survey design for collecting statistically accurate data
1 Limited*
Creates and applies a survey design for collecting data which may not be statistically accurate, valid or reliable
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Thoroughly analyzes, synthesizes and graphs collected data, manipulating the graph to present data in a highly favourable way
Accurately analyzes, synthesizes and graphs collected data, making attempts to present data in a favourable way
Analyzes, synthesizes and graphs data in a practical way , making attempts to present data in a favourable way
Graphs data without sufficient analysis or synthesis, making few, if any, adjustments to present data in a favourable way, or manipulates data
Communicates information regarding the survey and its analysis in a highly persuasive, engaging report, using technology effectively and efficiently
Communicates information regarding the survey and its analysis in an interesting, coherent report, using technology
Communicates information regarding the survey and its analysis in a report, using technology
Does not communicate information from the survey coherently or accurately, or use technology effectively
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 51 2003
AIR-QUALITY INDICATORS
Students will identify air-quality indicators for asthma and report on high-risk areas in Alberta.
SCIENCE OUTCOMES (6: Environmental Quality) No.
A1 S1 C2.1 C2.6 C3.4
Description
develop awareness of effects that environmental quality has on the health and well-being of living things identify issues and concerns regarding environmental quality identify abiotic factors in an environment that might affect the health and distribution of living things in that environment; e.g., available oxygen in water, presence of solids in air or water identify indicators of air quality; e.g., presence of polluting gases, presence of particulates describe concentration of materials in micrograms per liter, milligrams per liter or in parts per million
Description
plan and conduct a search, using a wide variety of electronic sources access and operate multimedia applications and technologies from stand-alone and online sources analyze and synthesize information to create a product communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose articulate clearly a plan of action to us e technology to solve a problem identify the appropriate materials and tools to use in order to accomplish a plan of action evaluate choices and progress in problem solving, then redefine the plan of action as appropriate make connections among related, organized data, and assemble various pieces into a unified message
CRITERIA are evidence that the student has achieved the outcomes Each student will: identify and retrieve information identify indicators evaluate and select indicators synthesize information demonstrate awareness of environmental effects. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. To facilitate this activity, teachers may wish to spend time discussing possible options for planning and conducting the required research using information technology. Suggested materials for the project include an Alberta map master, a sample Web site address for information about air-quality indicators and information about compiling an effective scientific report. A useful Web site containing relevant information and links to other sites is http://www3.gov.ab.ca/env/air.html.
AIR-QUALITY INDICATORS
People with asthma are affected by the quality of the air, so it is important to make airquality information readily available to the public. The Alberta Lung Association wishes to provide this information and has asked you, as an environmental researcher, to identify and report on high-risk areas in the province. To complete this project, you will use the most current sources to determine which airquality indicators are relevant to people with asthma, and which indicators are most important. Identify the prevalence of these indicators in various locations around Alberta. Devise a way to rank each area; e.g., low-risk, medium-risk or high-risk, and prepare a map of Alberta showing the ranking of each area. Finally, you will present your findings to the Alberta Lung Association.
Appendix C / 53 2003
Student
4 Excellent
Selects relevant and comprehensive indicators of airquality control
3 Proficient
Selects relevant indicators of airquality control
2 Adequate
Selects an incomplete list of airquality control indicators
1 Limited*
Selects indicators of air-quality control that are irrelevant or unimportant
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Devises and applies a method to compare air-quality indicators to make an optimal choice of the most significant indicators
Devises and applies a method to compare air-quality indicators to make a choice of significant indicators
Devises and applies a method to compare air-quality indicators to make a choice of indicators
Devises and applies a method that makes it difficult to make a clear choice of indicators
Insightfully demonstrates awareness of the effects of air quality on the health and well-being of people with asthma
Clearly demonstrates awareness of the effects of air quality on the respiratory health of people with asthma
Demonstrates awareness of the effects of environmental factors on individuals with respiratory difficulties
Demonstrates little, if any, evidence of awareness that air quality affects the health of individuals with respiratory difficulties
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student
4 Excellent
Retrieves insightful information needed to prepare a presentation
3 Proficient
Retrieves information needed to prepare a presentation
2 Adequate
Retrieves partial information needed to prepare a presentation
1 Limited*
Retrieves little or no information needed to prepare a presentation
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Evaluates and selects sources and types of information highly relevant to the research task
Organizes and synthesizes information from a variety of sources to create a comprehensive report
Organizes and synthesizes information from few, if any, sources to create an incomplete report
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 55 2003
K1
K2
K3 Process Skills
Description
plan and conduct a search, using a wide variety of electronic sources refine searches to limit sources to a manageable number access and operate multimedia applications and technologies from stand-alone and online sources analyze and synthesize information to create a product communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose identify patterns in organized information make connections among related, organized data, and assemble various pieces into a unified message
C7.3.1 C7.3.2
CRITERIA are evidence that the student has achieved the outcomes Each student will: locate, organize and interpret information analyze, synthesize and evaluate information develop a vision explain the effect of technological change develop a multimedia presentation. TEACHER NOTE Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information.
Appendix C / 57 2003
Student
4 Excellent
Locates information from several sources, efficiently organizes and interprets relevant information
3 Proficient
Locates information from sources, organizes and interprets relevant information
2 Adequate
Locates information from sources, organizes and interprets information without determining relevancy
1 Limited*
Locates information from sources but cannot organize or interpret information, or determine relevancy
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Cannot analyze, synthesize or evaluate information in a manner suitable for the assignment
Develops an insightful vision addressing advantages and concerns regarding future communication technologies Demonstrates a thorough understanding of the effect of technological change on quality of life
Develops a logical vision addressing advantages and concerns regarding future communication technologies
Develops a vision addressing few advantages and concerns regarding future communication technologies
Develops a weak vision which does not address advantages or concerns regarding future communication technologies
Demonstrates understanding of how technology changes, but does not address effects on quality of life
Does not demonstrate understanding of technological change or its effec t on quality of life
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 59 2003
Student
4 Excellent
Plans and conducts an efficient search using a wide variety of electronic sources
3 Proficient
Plans and conducts an organized search using electronic sources
2 Adequate
Conducts a search using electronic sources
1 Limited*
Conducts a search, using few, if any, electronic sources
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Interprets and effectively organizes information into relevant patterns using electronic organizers
Creates a multimedia presentation with a unified message that is persuasive and engaging
Creates a multimedia presentation with a clear message that is persuasive but has few engaging elements
Creates a multimedia presentation with an unclear message that has few persuasive elements and is not engaging
Creates a singledimension presentation with an unclear message that is neither persuasive nor engaging
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix D
Sample Student Self-reflection Tools 7
The following tools can be used to encourage students to self-reflect. Select one to use with your students.
7. Adapted with permission from the Alberta Assessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), p. 35.
Appendix D / 61 2003
This piece of work demonstrates that I can Check (list the criteria) (list the criteria) (list the criteria) I can improve my work by
Appendix D / 63 2003
Appendix E
Student Profiles
Name: Subject: Grade: Reporting Date:
Division 3 Level 4 Excellent (Wow!) ICT Learner Outcome C1 Students will access, use and communicate information from a variety of technologies. C1.3.1 plan and conduct a search, using a wide variety of electronic sources C1.3.2 refine searches to limit sources to a manageable number C1.3.3 access and operate multimedia applications and technologies from standalone and online sources C1.3.4 access and retrieve information through the electronic network C1.3.5 analyze and synthesize information to create a product C1.3.6 communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose Date: Level 3 Proficient (Yes) Date: Level 2 Adequate (Yes, but) Date: Level 1 Limited (No, but) Date:
Appendix E / 65 2003
Division 3
ICT Learner Outcome C2 Students will seek alternative viewpoints using information technologies. C2.3.1 access diverse viewpoints on particular topics by using appropriate technologies C2.3.2 assemble and organize different viewpoints in order to assess their validity C2.3.3 use information technology to find facts that support or refute diverse viewpoints C3 Students will critically assess information accessed through the use of a variety of technologies. C3.3.1 evaluate the authority and reliability of electronic sources C3.3.2 evaluate the relevance of electronically accessed information to a particular topic
Date:
Division 3
ICT Learner Outcome C4 Students will use organizational processes and tools to manage inquiry. C4.3.1 create a plan for an inquiry that includes consideration of time management C4.3.2 develop a process to manage volumes of information that can be made available through electronic sources C4.3.3 demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline databases; for example, the use of "and" or "or" between search topics and the choice of appropriate search engines for the topic C5 Students will use technology to aid collaboration during inquiry. C5.3.1 access, retrieve and share information from electronic sources, such as common files C5.3.2 use networks to brainstorm, plan and share ideas with group members
Date:
Appendix E / 67 2003
Division 3
ICT Learner Outcome C6 Students will use technology to investigate and/or solve problems. C6.3.1 articulate clearly a plan of action to use technology to solve a problem C6.3.2 identify the appropriate materials and tools to use in order to accomplish a plan of action C6.3.3 evaluate choices and progress in problem solving, then redefine the plan of action as appropriate C6.3.4 pose and test solutions to problems by using computer applications, such as computer-assisted design or simulation/modelling software C6.3.5 create a simulation or a model by using technology that permits the making of inferences C7 Students will use electronic research techniques to construct personal knowledge and meaning. C7.3.1 identify patterns in organized information C7.3.2 make connections among related, organized data, and assemble various pieces into a unified message
Date:
Glossary
Achievement Assessment Contextualize Evaluation Formative Assessment Performance Performance Assessment Reliability Rubric Standard Student Profile Summative Assessment Validity
a students demonstration of knowledge, skills and attitudes relative to grade level curriculum standards collecting information on student achievement and performance to improve student learning to include ICT learner outcomes in another program of studies, such as language arts, by rephrasing the outcome to suit the context of the subject judgement regarding the quality, value or worth of a response ongoing assessment providing information to guide instruction and improve student performance the quality of a students demonstration of the learner outcomes a meaningful, real-life task that enables students to demonstrate what they know and can do in situations like those they will encounter outside the classroom as well as in situations that simulate how people do their work consistency of assessment results a fixed measurement scale and list of criteria that describe the quality of products or performances used to evaluate a students performance expected level of performance in relation to a specified curriculum outcome for a division or grade a chart that illustrates both the outcomes that have been taught and the students level of performance culminating assessment for a unit, grade level or course of study providing a status report on mastery or degree of proficiency according to identified learner outcomes appropriateness, adequacy and truthfulness of interpretations made from assessment information based on learner outcomes
Glossary / 69 2003
References
Alberta Assessment Consortium. A Framework for Student Assessment . Edmonton, AB: Alberta Assessment Consortium, 1997. Alberta Assessment Consortium. A Framework for Communicating Student Learning. Edmonton, AB: Alberta Assessment Consortium, 1999. Alberta Assessment Consortium. How to Develop and Use Performance Assessments in the Classroom. Edmonton, AB: Alberta Assessment Consortium, 2000. Alberta Education. Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 1 to Grade 6. Edmonton, AB: Alberta Education, 1998a. Alberta Education. Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 7 to Grade 9. Edmonton, AB: Alberta Education, 1998b. Alberta Education. Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 10 to Grade 12. Edmonton, AB: Alberta Education, 1998c. Alberta Learning. Physical Education Guide to Implementation, Kindergarten to Grade 12. Edmonton, AB: Alberta Learning, 2000. Alberta Learning. Information and Communication Technology Program of Studies . Edmonton, AB: Alberta Learning, 20002003. Alberta Learning. Guide to Education: ECS to Grade 12. Edmonton, AB: Alberta Learning, 2002. Association for Supervision and Curriculum Development. Redirecting Assessment. Educational Leadership 46, 7 (1989). Association for Supervision and Curriculum Development. Teaching for Authentic Student Performance. Educational Leadership 54, 4 (1996). Black, Paul and Dylan Wiliam. Inside the Black Box. London, UK: Kings University, 1998. Davies, Anne. Making Classroom Assessment Work. Merville, BC: Connections Publishing, 2000. Eisner, Elliot W. The Uses and Limits of Performance Assessment. Phi Delta Kappan 80, 9 (1999), pp. 658660. Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York, NY: BasicBooks, 1993. Goodrich, Heidi. Understanding Rubrics. Educational Leadership 54, 4 (1996), pp. 1417. Gregory, Kathleen, Caren Cameron and Anne Davies. Knowing What Counts, Book OneSetting and Using Criteria: For Use in Middle and Secondary School Classrooms. Merville, BC: Connections Publishing, 2000a. Gregory, Kathleen, Caren Cameron and Anne Davies. Knowing What Counts, Book TwoSelfAssessment and Goal Setting: For Use in Middle and Secondary School Classrooms. Merville, BC: Connections Publishing, 2000b.
References / 71 2003
Guskey, Thomas R. Reporting on Student Learning: Lessons from the PastPrescriptions for the Future. In Thomas R. Guskey (ed.), Communicating Student Learning: 1996 ASCD Yearbook (Alexandria, VA: Association for Supervision and Curriculum Development, 1996), pp. 1324. Joint Advisory Committee on Principles for Fair Student Assessment Practices for Education in Canada. Principles for Fair Student Assessment Practices for Education in Canada. Edmonton, AB: Centre for Research in Applied Measurement and Evaluation, University of Alberta, 1993. Jonassen, David H., Kyle L. Peck and Brent G. Wilson. Learning With Technology: a constructivist perspective. Upper Saddle River, NJ: Prentice Hall, 1999. Popham, W. James. The Truth About Testing: An Educators Call to Action. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Stiggins, Richard J. Student-Centered Classroom Assessment (Second Edition). Upper Saddle River, NJ: Prentice-Hall, Inc., 1997. Stiggins, Richard J. Student-Involved Classroom Assessment (Third Edition). Upper Saddle River, NJ: Prentice-Hall, Inc., 2001. Stix, Andi. Strategies for Student-Centered Assessment . New Rochelle, NY: The Interactive Classroom, 1996. Wiggins, Grant and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.
Grades 1012
Program of Studies
2003
Division 4
For further information, contact: Learning and Teaching Resources Branch 44 Capital Blvd 10044 108 St. NW, Suite 800 Edmonton, AB T5J 5E6 Telephone: 7804272984 in Edmonton or toll-free in Alberta by dialing 3100000 Fax: 7804220576
This resource is intended for: Teachers Technology Coordinators Administrators Parents Stakeholders Others 3 3 3
Copyright 2003, the Crown in Right of Alberta, as represented by the Minister of Learning. Alberta Learning, 44 Capital Blvd, 10044 108 St. NW, Suite 800, Edmonton, Alberta, Canada, T5J 5E6. Every effort has been made to provide proper acknowledgement of original sources. If cases are identified where this has not been done, please notify Alberta Learning so appropriate corrective action can be taken. Permission is given by the copyright owner for any person to reproduce this resource, or any part thereof, for educational purposes and on a nonprofit basis, except for those parts for which Alberta Learning does not hold copyright.
Acknowledgements
Alberta Learning wishes to acknowledge the contributions of the following individuals:
Alberta Learning
Pat Redhead, Project Chair Bonnie Brooks Joe Friesenhan Raja Panwar Phil Campbell Teddy Moline Denise Stocco Document Production Unit Stakeholder Technology Branch Stakeholder Technology Branch Information and Technology Management Curriculum Branch Learner Assessment Branch Learning and Teaching Resources Branch French Language Services Branch Learning and Teaching Resources Branch
Writing Team
Doug Knight, Project Manager Barry Allen Carol Caulfield Barry Edgar Dave Erickson Elizabeth Fargey Jennifer MacLean Kyla Popik Martina Schmidt Cliff Sosnowski Priscilla Theroux Joni Turville Sandra Unrau Evie Van Scheik Nancy Weber Knight Research and Consulting Services Chinooks Edge School Division No. 73 Parkland School Division No. 70 Edmonton School District No. 7 Peace River School Division No. 10 Red Deer School District No. 104 Edmonton Catholic Separate School District No. 7 Foothills School Division No. 38 Science Alberta Charter School Edmonton Catholic Separate School District No. 7 Calgary Roman Catholic Separate School District No. 1 St. Albert Protestant Separate School District No. 6 Calgary School District No. 19 Wolf Creek School Division No. 72 Edmonton School District No. 7
Revision Team
Robert Hogg, Coordinator Dale Armstrong, Coordinator Sherry Bennett Alanna Cellini Carol French Linda Glasier Bette Gray Donna Griffin Laurie Hawley Gary Heck Sharon Horne Carol Anne Inglis Dean Jarvey Jaime Johansson Daylene Lauman Tanis Marshall Kathy McCabe Anne Mulgrew Robert Smith Priscilla Theroux Joni Turville Ron Tyler Anna Wong Alberta Assessment Consortium (AAC) J.D. Armstrong Consulting S.R. Bennett Consulting Student, University of Alberta, Faculty of Education Student, University of Alberta, Faculty of Education Student, University of Alberta, Faculty of Education Parkland School Division No. 70 Elk Island Public Schools Regional Division No. 14 Parkland School Division No. 70 Heck Leadership and Consulting Services, Inc. Golden Hills School Division No. 75 Edmonton School District No. 7 Calgary Roman Catholic Separate School District No. 1 Integrity Consulting Edmonton School District No. 7 Edmonton School District No. 7 Edmonton School District No. 7 Edmonton School District No. 7 Parkland School Division No. 70 Calgary Roman Catholic Separate School District No. 1 St. Albert Protestant Separate School District No. 6 Chinooks Edge School Division No. 73 Student, University of Alberta, Faculty of Education
Table of Contents
Introduction ................................................................................................................................. Guiding Principles ........................................................................................................................ Principle 1: Assessment should be continuous ...................................................................... Principle 2: Assessment should be collaborative .................................................................... Principle 3: Assessment should be comprehensive ................................................................ Principle 4: Assessment should include criteria ...................................................................... Components ................................................................................................................................ Curriculum and Assessment Matrices .................................................................................... ICT Performance Assessments ............................................................................................. Developing Your Own Performance Assessments .................................................................. Criteria for Designing Performance Assessment Tasks ........................................................... Criteria for Designing Rubrics ................................................................................................ Student Self-reflection ........................................................................................................... Sample Student Profile ......................................................................................................... Communicating Student Learning .......................................................................................... Appendices A. Sample English Language Arts Assessment Task ............................................................. Single Rubric Combining ELA and ICT Outcomes ...................................................... Separate Rubrics for ELA and ICT Outcomes ............................................................ Evaluation Tools for ICT Outcome Categories F and P .................................................. Sample Performance Assessment Tasks and Rubrics for ICT Outcome Category C ......... Sample Student Self-reflection Tools ................................................................................ Student Profiles .............................................................................................................. 23 26 27 29 31 71 75 1 7 7 8 8 8 11 11 12 14 17 18 19 21 22
B. C. D. E.
Glossary ...................................................................................................................................... References .................................................................................................................................. This tool kit with blackline masters of student assessment tasks, rubrics, worksheets and other assessment tools is also available at <http://www.learning.gov.ab.ca/k_12/curriculum/bysubject/ict/>.
79 81
Introduction
Learning is enhanced when assessment strategies match the learner outcomes and are aligned to instruction assessment is integrated with instruction (unit and lesson planning) assessment relates new concept(s) to previous learning students are involved with their own assessment students get immediate, meaningful feedback students of all ability levels are able to demonstrate what they know and what they can do assessment engages and motivates students .
Alberta Assessment Consortium (AAC), 2000, p. 2
Teachers play a central role in the assessment and evaluation of student learning. Their authority and responsibility is established in the School Act (RSA 2000) (s18(e)) that states, Teachers regularly evaluate students and periodically report the results of the evaluation to the students, the students parents and the board. Technology is defined as the processes, tools and techniques that alter human activity the employment of tools, machines, materials and processes to do work, produce goods, perform services or carry out other useful activities (Alberta Learning, 20002003, p. 47). The Information and Communication Technology (ICT) competencies outlined in the ICT program of studies are basic life skills for a digital world that enable students to function in a knowledge-based economy and an information-rich society. These skills are no longer optional or complementary. They are an essential component of a students preparation for life and the world of work. The ICT curriculum is not intended to stand alone, but to be integrated within the programs of study for language arts, mathematics, science and social studies. Selected ICT outcomes are blended with core learner outcomes within a common context, such as a project, lesson or activity. The long-range goal is for ICT learner outcomes to be included and contextualized within core and other programs of study.
While schools play a variety of important social, custodial and organizational roles in communities, we assume that their primary obligation should be to help students to learn how to recognize and solve problems, comprehend new phenomena, construct mental models of those phenomena, and, given a new situation, set goals and regulate their own learning (learn how to learn).
Jonassen, Peck and Wilson, 1999, p. 7
Introduction / 1 2003
The Information and Communication Technology Program of Studies articulates a set of learner outcomes to be achieved over 12 grades of schooling. In making decisions about instructional planning and assessment, these outcomes: are sequenced for each of the four divisions (Grades K3, 46, 79 and 1012) can be placed into a scope and sequence that specifies which outcomes are taught in particular courses and grade levels (see www.learning.gov.ab.ca/ict for a document describing how to adapt a scope and sequence framework, and for sample frameworks) may be introduced at any time within the division, but are to be achieved no later than the third, sixth, ninth and twelfth grade levels, respectively are to be assessed and evaluated within the language of learning can be assessed and evaluated formatively or summatively when ICT learner outcomes and other learner outcomes remain separate but are part of a common assessment task; and can be reported to students, parents and others as separate marks are to be assessed and evaluated formatively and summatively when ICT learner outcomes are included and contextualized within core or other programs of studies; and are to be reported to students, parents and others as part of the subject mark (see Appendix A, pages 2328 for an English language arts sample with ICT outcomes included and contextualized).
Figure 1, on the following page, illustrates the relationship between the ICT program of studies and other programs of study. Figure 2, on page 4, is a general model of classroom assessment that shows the relationship between assessing, evaluating and reporting student learning. A glossary of educational terms used throughout this document can be found on page 79.
Figure 1
ICT
SOCIAL STUDIES OTHER
SCIENCE
Introduction / 3 2003
Figure 2 1
Classroom Assessment
Assessment methods or strategies (collect information on student achievement and performance to improve student learning)
Evaluation methods or strategies (judgement regarding the quality, value or worth of a response)
Communication (reporting) methods or strategies (inform the student, parents and others about what has been accomplished and what the next steps are in the learning process)
Formative
Student profile Personal communication Home response journal Individualized program plan (IPP) Portfolio Student self-reflection Open classroom Celebration of learning Student-led conference
Summative
Report card
The purpose of the Classroom Assessment Tool Kit is to assist teachers in selecting and developing classroom assessment strategies for evaluating C category learner outcomes (Figure 3) in the context of other core subjects and courses. C category (Communicating, Inquiring, Decision Making and Problem Solving) learner outcomes involve the ability to use a variety of processes to critically assess information, manage inquiry, solve problems, do research and communicate with a variety of audiences. Students are expected to apply their knowledge and skills in real-life situations (Alberta Learning, 20002003, p. 2). C category learner outcomes are best assessed using performance assessments that are meaningful, authentic, engaging, interesting, and age- and curriculum-appropriate. According to the literature, performance assessment is a closer measure of students abilities to achieve aspirations, than are conventional forms of testing (Eisner 1999). Performance assessment tasks and rubrics for evaluating some C category outcomes are available in Appendix C, pages 3169.
Figure 3
Communicating, Inquiring, Decision Making and Problem Solving
C1 Students will access, use and communicate information from a variety of technologies. Students will seek alternative viewpoints, using information technologies. Students will critically assess information accessed through the use of a variety of technologies. Students will use organizational processes and tools to manage inquiry. Students will use technology to aid collaboration during inquiry. Students will use technology to investigate and/or solve problems. Students will use electronic research techniques to construct personal knowledge and meaning.
1
C2
2
C3
3
C4
4
C5
5
C6
6
C7
Introduction / 5 2003
F category (Foundational Operations, Knowledge and Concepts) and P category (Processes for Productivity) learner outcomes are an important support for students to demonstrate C category outcomes. Checklists and rating scales appropriate for evaluating some F and P category outcomes are available in Appendix B, pages 2930.
Figure 4
Foundational Operations, Knowledge and Concepts
F1 F2 F3 F4 F5 Students will demonstrate an understanding of the nature of technology. Students will understand the role of technology as it applies to self, work and society. Students will demonstrate a moral and ethical approach to the use of technology. Students will become discerning consumers of mass media and electronic information. Students will practise the concepts of ergonomics and safety when using technology. Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
F6
Guiding Principles
Assessment, evaluation and communication of student achievement and growth are essential parts of the teaching and learning process. Each part of the teaching and learning process should be a positive experience for students and promote personal growth. Practices should be carried out in such a way that they support continuous 2 learning and development. To assist students in meeting the aim of the ICT program of studies, assessment should be a continuous, collaborative and comprehensive process that includes clearly identified and communicated criteria. The following principles, adapted from the Physical Education Guide to Implementation (Alberta Learning, 2000), are essential for effective assessment and evaluation of ICT learner outcomes: Principle Principle Principle Principle 1: 2: 3: 4: Assessment should be continuous Assessment should be collaborative Assessment should be comprehensive Assessment should include criteria.
Assessment practices should be carried out in such a way that they support and enhance ongoing student learning and development. Assessment practices should: require demonstration of both core subject and ICT learner outcomes promote student learning be part of instruction in a variety of contexts, using varied methods and instruments that match learner outcomes be part of an ongoing process rather than a set of isolated events focus on both process and product provide information about students prior learning provide ongoing feedback about the effectiveness of instruction enable students to demonstrate their knowledge and skills provide opportunities for students to revise their work in order to set goals and improve their learning provide a status report on how well students can demonstrate learner outcomes at that time.
2. Adapted with permission from the Alberta Assessment Consortium (AAC), A Framework for Student Assessment (Edmonton, AB: Alberta Assessment Consortium, 1997), p. 14.
Students benefit when they are involved in the assessment process. Assessment practices should help and encourage students to: be responsible for their own learning and develop a positive attitude toward the use of technology in meaningful, real-world situations be involved in establishing criteria for evaluating their products or performances work together to learn and achieve outcomes feel competent and successful using technology set goals for further improvements.
Assessment practices should address learner outcomes and include a variety of strategies that meet the diverse learning needs of students. Assessment practices should: be developmentally appropriate, age-appropriate, genderbalanced, and consider students cultural and special needs be constructive, build on student strengths, and encourage further learning by creating positive atmospheres and self-images enable students to demonstrate ICT proficiencies: in many different contexts and subjects in meaningful, real-life situations enable students to demonstrate that ICT proficiency is transferable across contexts and subjects include multiple sources of evidence (formal and informal) provide opportunities for students to demonstrate what they know, understand and can do.
Assessment practices should identify and clearly define the critical aspects of performance for demonstrating student learning. Assessment practices should: involve students in identifying and/or creating criteria communicate the criteria used to evaluate student work before students begin tasks so they can plan for success provide students with rubrics to indicate performance levels be communicated to students so that they understand expectations related to learner outcomes. Achievement is based on demonstration of learner outcomes rather than comparing one students performance to anothers. Comparing one students proficiencies to anothers does not motivate students to achieve and frequently has the reverse effect. Meaningful, relevant and realistic criteria for achieving learner outcomes can motivate students to take responsibility for their own learning and develop a lifelong desire to use technology wisely.
A good assessment instrument can be a learning experience. But more to the point, it is extremely desirable to have assessment occur in the context of students working on problems, projects or products that: genuinely engage them hold their interest motivate them to do well. Such exercises may not be as easy to design as the standard multiple -choice entry, but they are far more likely to elicit a students full repertoire of skills and to yield information that is useful for subsequent advice and placement.
Gardner, 1993, p. 178
Components
Curriculum and Assessment Matrices
The learner outcomes of the ICT program of studies identify sets of competencies that are best demonstrated in meaningful activities and projects, rather than as discrete and isolated mini-skills. Several outcomes can be assessed within one activity. Also, more reliable information on student achievement can be collected through several activities or projects. The sample matrix below illustrates how activity codes are assigned to sample assessment tasks. For example, performance assessment task ELA201.01 is an activity code meaning English Language Arts 20, assessment task number 1 for this course. This assessment task will evaluate ICT learner outcomes C3 and C7. C3.4.1 assess the authority, reliability and validity of electronically accessed information C3.4.2 demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic C7.4.1 use appropriate strategies to locate information to meet personal needs C7.4.2 analyze and synthesize information to determine patterns and links among ideas
Sample Division 4
Assessment ICT Outcomes <Title> PM20.01 <Title> BIO20.01
C1.4.1
<Title> ELA201.01
<Title> CHEM20.01
C1.4.2
<Title> PHYS20.02
C1
Access, use and communicate information
C2
Seek alternative viewpoints
C3
Critically assess information
C3.4.1
C3.4.1, C3.4.2
C4
Use organizational processes and tools
C5
Use technology to aid collaboration
C6
Investigate and solve problems
C7
Use electronic research techniques
Components / 11 2003
This Classroom Assessment Tool Kit provides sample assessment tasks in Appendix C for 20/23 level courses. The sample assessment tasks incorporate outcomes from one or more of the core subject areas. These tasks are provided as illustrations and are but one component of a quality classroom assessment program. These examples are intended to demonstrate: how ICT outcomes can be assessed and evaluated how ICT and core subject outcomes can be incorporated in the same assessment task yet provide distinct information about each set of outcomes what good performance assessment tasks look like. Each sample assessment has four parts: 1. learner outcomes 2. criteria for assessing student products and performances 3. student assessment tasks 4. rubrics to evaluate student performance.
Tasks
Tasks are meaningful activities designed to reveal whether students are able to demonstrate the learner outcomes of the ICT program of studies and of one or more core subjects in a real-life context. The tasks require that students have had relevant learning experiences and instruction prior to undertaking the assessment tasks. These task activities are examples only. Teachers are encouraged to modify them to meet the needs and circumstances of their students. The availability of resources, such as software, computers and Internet connections, will determine which tasks are most appropriate. Student interest and readiness should also be taken into consideration.
Rubrics
Rubrics further clarify what is expected of students by describing task assessment criteria and levels of task performance. Two rubrics are provided for each task. As these tasks are principally designed to measure ICT learner outcomes, the rubrics provide only those criteria that match the specific outcomes and criteria listed in the ICT rubric. Core subject rubrics are also provided for the evaluation of learner outcomes. Prior to using the rubrics in Appendix C, teachers should ensure that students understand the language used in each rubric. It is essential to discuss the rubric so that the language becomes understandable to students. This is a great opportunity to help students expand their vocabulary and clarify what is expected of them. When student work is judged limited or insufficient, teachers need to make decisions about appropriate interventions to help students improve. One possibility is for teachers and students to work together to establish learning goals. All students can benefit from setting learning goals. (See Student Learning Goals at the end of each rubric and in the Sample Student Profile on page 21.) Other sources of performance assessment information are included in the reference section of the Classroom Assessment Tool Kit and on Web sites, such as www.aac.ab.ca and www.2Learn.ca. 12 / Classroom Assessment Tool Kit 2003 Information and Communication Technology (Division 4)
Alberta Learning, Alberta, Canada
Level 4 Excellent
Meaning The student meets the standard of excellence for the grade, demonstrates exemplary performance or understanding, shows creativity.
3 Proficient
The student meets the acceptable standard for the grade by demonstrating solid performance or understanding.
This is a Yes.
2 Adequate
The student just meets the acceptable standard for the grade. Performance and understanding are emerging or developing, some errors are being made, grasp is not thorough. The student is not yet meeting the acceptable standard for the grade and has serious errors, omissions or misconceptions.
1 Limited*
This is a No, but there is some basis for making improvement. The teacher needs to make decisions about appropriate interventions to help the student improve.
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
This is a No judgement can be made. The teacher must decide: if the student should redo the task if more time should be provided to complete the task if a different task at the students ability level should be assigned if further instruction leading to reassessment should be provided if the task is inappropriate for the student and should be scrapped.
* When work is judged limited or insufficient, teachers need to make decisions about appropriate interventions to help students improve.
3. Adapted with permission from the Alberta Assessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), pp. 4849.
Components / 13 2003
The following are suggestions for developing and using performance assessments. Collect examples of performance assessment tasks and rubrics. Have ongoing discussions with colleagues about assessment tasks and rubricswhats working and whats not. Work with others in your school or department to develop common language about assessments and grading. Develop a plan of action for including more products or performances in your assessment program. Add one self-reflective activity during the week. Add one performance assessment with criteria and scoring rubric per grading period. Visit Web sites that provide examples of performance assessment tasks and rubrics.
When developing performance assessments, begin by selecting subject and ICT learner outcomes. Three to five learner outcomes for each is an appropriate goal. Once students have completed a task, they should be given an opportunity to reflect on their performance and set goals for future learning. This allows teachers and students to link assessment results to teaching and learning. A sample planning template is provided below.
CRITERIA are evidence that the student has achieved the outcomes Each student will:
The following templates are for developing student assessment tasks and rubrics.
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
* When work is judged limited or insufficient, the teacher makes decisions about appropriate
interventions to help the student improve.
Components / 15 2003
Student ___________________________________
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
* When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
b.
c. d. e. f. g. h. i. j. k. l.
m. engage students so their interest and enthusiasm will be sustained n. o. p. merit the time and energy required to complete it provide an evaluation rubric matched with the criteria provide students with the criteria and opportunities to reflect on, selfevaluate and improve their performance?
4. Adapted with permission from the Maryland Assessment Consortium, Performance Task Rubric (Linthicum, MD: Maryland Assessment Consortium, 1994).
Components / 17 2003
Do the rubric descriptors: a. state criteria in specific terms using action verbs b. address expected learner outcomes c. describe what students are to know and do d. address the same criteria, in the same order and number at each level e. describe measurable qualities of a performance or product (not quantities) f. use age-appropriate, helpful, understandable and succinct language g. use parallel language at each level h. clearly distinguish one performance or product level from the others?
Fully
Partly
Student Self-reflection
Students do better when they understand the goal, see models and know how their performance compares to learner outcomes. Sample Student Self-reflection Tools are provided in Appendix D, pages 7173, to encourage students to think about how they have performed, review what has been learned and set goals for further 5 learning.
Rationale5
Learning increases when students are involved in the assessment process. Underlying the various approaches [to improving classroom assessment] are assumptions about what makes for effective learningin particular that students have to be actively involved [in the assessment process].
Black and Wiliam, 1998, p. 5
Learner outcomes are clarified when students assist in describing the criteria used to evaluate the performance. Students can reach any target they know about and that holds still for them.
Stiggins, in Davies, 2000, p. 19
Students are motivated to learn when they are involved in determining performance criteria and setting goals. Rubrics offer a means for educators to motivate students through classroom assessment. Students, who are given a voice in their grading, also are given a clear understanding of what is expected from them and the assurance that their accomplishments will be recognized. Thus, the process creates a safe environment for students to take creative risks.
Stix, 1996, p. 51
Students understand how they learn when they assess their own learning. When students assess themselves they develop insights into their own learning.
Gregory, Cameron and Davies, 2000b, p. 10
5. Adapted with permission from the Alberta Assessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), pp. 3032.
Components / 19 2003
identify and determine important criteria for a task (use brainstorming and discussions that analyze student samples to develop a critical elements list) write descriptors in student-friendly language create their own rubrics for open-ended tasks (begin by having students write criteria for simple things, like the ideal birthday party, being a good friend or expected classroom behaviours) generate or choose samples that demonstrate or reflect each performance level.
5
Initiating teacherstudent communication As teachers move about classrooms during the administration of performance assessments, they should: provide continual feedback to students observe student progress encourage students to continuously self-assess assist students with difficulties.
5
Using Pause-and- Think Have students pause briefly to think about their work and what they have learned. The reflection should be guided and specific. Students could reflect on their progress, their learning, what they did not understand, what comes next or changing goals. After Pause-and-Think, students could complete the following activities. Share Turn to a partner and describe what they learned. Look for proofSelect and comment on a work sample that demonstrates an aspect of their learning. Connect to criteriaExplain how they have met the criteria. Relate the learningConnect current concepts to past learning or find examples of the concepts in other contexts. Self/Peer assessment Use the rubric to evaluate their own or another students product or performance, and suggest what works, what doesnt and whats missing.
5.
Adapted with permission from the Alberta Assessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), pp. 3032.
A profile of the various levels of achievement on general ICT outcomes, in the context of core subjects, provides a visual and ongoing record of student performance. Student profiles are rating scales that may be used to record and communicate students levels of performance based on C category ICT learner outcomes. This information could be taken from an ICT scope and sequence developed by the school or jurisdiction. (See www.learning.gov. ab.ca/ict for a document describing how to adapt a scope and sequence framework, and for sample frameworks.)
Division 1
Date:
C1
Students will access, use and communicate information from a variety of technologies. C1.1.1 access and retrieve appropriate information from electronic sources for a specific inquiry
C3
Students will critically assess information accessed through the use of a variety of technologies. C3.1.1 compare and contrast information from similar types of electronic sources Student Learning Goals Area of need (Whats hard for me): Finding information that I need from the Internet Action June 2002By October 2002, I will successfully access and retrieve relevant information from the Internet, independently. Strength to enhance: My ability to use a variety of technologies to access information Action January 2002I want to find new ways to access information; e.g., discussion forums.
Components / 21 2003
Information and communication technology learner outcomes can be assessed formatively or summatively. Effective communication informs students, parents and others about the outcomes accomplished and the next steps in the learning process. Student Profiles are provided in Appendix E, pages 7578. The greater the role students are given in this process, the richer the information that is shared and the greater the impact on future student learning. Communication of student learning should: celebrate and improve learning enhance the home and school partnership involve a variety of strategies reflect a schools philosophy about learning be based on curriculum outcomes. Information on student progress is required for reporting clearly to students, parents and others. This information is essential in order for teachers to change or refine instructional plans to ensure learning activities are appropriate for all students. The information is also required to evaluate program effectiveness and revise programs to improve student learning (Alberta Learning 2002).
Appendix A
Sample English Language Arts Assessment Task
This English Language Arts (ELA) task identifies both ELA and ICT outcomes. Many of these ICT outcomes can be contextualized within the ELA program of studies. This assessment sample uses an integrated rubric (page 26) to assess both the ICT and ELA outcomes Note : If ICT outcomes are not included and contextualized with another core curriculum, the ICT and core subject outcomes need to be evaluated separately. Two distinct rubrics would be used because the English language arts subject outcomes could be demonstrated without the application of ICT outcomes. The sample rubrics on pages 2728 illustrate how ICT outcomes and English language arts outcomes can be evaluated separately.
3.1.2 3.1.3
3.2.1
3.3.1
Appendix A / 23 2003
ENGLISH LANGUAGE ARTS OUTCOMES (contd) No. 3.4.1 4.1.3 Description Share ideas and information select appropriate visuals, print and/or other media to inform and engage the audience Enhance legibility experiment with a variety of software design elements, such as spacing, graphics, titles and headings, and font sizes and styles, to enhance the presentation of texts Attend to spelling edit for and correct commonly misspelled words in own writing, using spelling generalizations and the meaning and function of words in context
4.2.2
ICT OUTCOMES No. C1.2.1 C1.2.2 Description access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories; communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes organize information, using such tools as databases, spreadsheets or electronic webbing retrieve data from available storage devices, such as shared folders, to which groups have contributed use a variety of technologies to organize and synthesize researched information use selected presentation tools to demonstrate connections among various pieces of information
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information organize information create a storyboard compose a story use conventions present a story. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. The following Web sites can be pertinent to this task. http://www.acs.ucalgary.ca/~dkbrown/storfolk.html Folklore, Myth & Legend (from the Childrens Literature Web Guide) http://www.cln.org/themes/fairytales.html Stories, Folklore, and Fairy Tales Theme Page (from the Community Learning Network) http://www.qesn.meq.gouv.qc.ca/folklore/index.htm Teaching with Folklore
Appendix A / 25 2003
ENGLISH LANGUAGE ARTS and ICT RUBRIC USING STORIES TO CREATE STORIES
Level Criteria
Accesses and retrieves information (3.1.3, 3.2.1, C1.2.1, C5.2.1)
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment tas k.
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer
Places incomplete, irrelevant information into pre-set categories using an electronic graphic organizer
Creates storyboard (3.1.2, C1.2.2, C7.2.1) Composes story (2.4.2, 2.4.3) Uses conventions (4.2.2)
Creates an original, interesting storyboard using the essential requirements of the selected genre
Com poses incomplete, uninteresting or disjointed story Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writers intended meaning Creates a singledimension presentation that suits neither the needs nor interests of the audience
Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable Creates a multimedia presentation that engages and holds the interest of the audience
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writers intended meaning Creates a multimedia presentation that communicates to the audience
Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writers intended meaning
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
* When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve. Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
4 Excellent
Efficiently accesses and retrieves relevant information from several sources
3 Proficient
Selectively accesses and retrieves relevant information from sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Places incomplete, irrelevant information into pre-set categories using a graphic organizer
Creates an original, interesting storyboard using the essential requirements of the selected genre
Composes original and compelling story with rich supporting details Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable Presents story that engages and holds the interest of the audience
Composes simple and predictable story with few supporting details Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writers intended meaning
Composes incomplete, uninteresting or disjointed story Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writers intended meaning Presents story that suits neither the needs nor interests of the audience
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writers intended meaning Presents story that communicates to the audience
Presents story that communicates to the audience, but does not sustain interest throughout
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix A / 27 2003
Student ___________________________________
4 Excellent
Efficiently accesses and retrieves relevant information from several electronic sources
3 Proficient
Selectively accesses and retrieves relevant information from electronic sources provided
2 Adequate
Accesses and retrieves both relevant and irrelevant information from electronic sources provided
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer Creates an electronic storyboard using the requirements of the selected genre
Places incomplete, irrelevant information into pre-set categories using an electronic graphic organizer Completes an electronic storyboard template by placing events and ideas randomly
Creates an original, interesting electronic storyboard using the essential requirements of the selected genre Creates a multimedia presentation that engages and holds the interest of the audience through the effective use of sound and graphics
Completes an electronic storyboard template based on the requirements of the selected genre
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
Creates a singledimension presentation that suits neither the needs nor interests of the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix B
Evaluation Tools for ICT Outcome Categories F and P
Since F, P and C ICT learner outcomes measure different skills, the tools used to assess and evaluate these outcomes are also different. F outcomes are concerned with social, moral and safety issues, and P outcomes are primarily skillbased, therefore assessment strategies that give students opportunities to demonstrate their skills either as a finished product or as a process are appropriate. Rubrics, analytic rating scales and checklists are efficient tools for judging the quality of student performance and promoting successful learning because clear explanations are provided to students. To be effective, it is essential that these evaluation tools be shared with students before they start assessment tasks. Analytic rating scales and rubrics are comparable to dimmer switchesthere are various degrees of illumination just as there are degrees of quality of performance. Checklists, on the other hand, are more like simple toggle switchesthey are either on or off. Checklists provide teachers with opportunities to reveal to students whether specific criteria are present or absent. Checklists are two-point scalesyes or not yet. The sample checklists in this appendix are based on F and P learner outcomes.
6
6. Adapted from Alberta Education, Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 10 to Grade 12 (Edmonton, AB: Alberta Education, 1998), pp. 11, 12, 27.
Appendix B / 29 2003
The student continues to demonstrate outcomes achieved in prior grades and courses
To support communication, the student can: manipulate and present data through the selection of appropriate tools (P2.4.1) select and use independently, multimedia capabilities for presentations in various courses (P3.4.1) integrate a variety of visual and audio information into a document (P4.4.1) create multiple-link documents appropriate to the content of a topic (P5.4.1) post multiple-link pages on the World Wide Web or on a local area or wide area network (P5.4.2)
Appendix C
Sample Performance Assessment Tasks and Rubrics for ICT Outcome Category C
The sample ICT assessment tasks focus on C category learner outcomes. C category tasks subsume outcomes from the F and P categories of the ICT outcomes. The result is a comprehensive assessment that requires the completion of fewer assessment tasks. This appendix provides sample performance tasks and scoring rubrics for mathematics, science, social studies and English language arts representing some of the C category outcomes. Below is a Curriculum and Assessment Matrix indicating the activity code assigned to the sample performance assessment task and the ICT learner outcomes that the task assesses. For each assessment task, students are given a real-life, meaningful context with a definite role and audience. As these are simulations, the audience may consist of teachers, parents, support staff or classmates. The samples may also include Web link references that were active at the time of publication and will be updated from time to time in the online edition of this tool kit. Teachers should determine and communicate to students whether assessment tasks will be evaluated on an individual or group basis.
ELA201.01
C1.4.1, C1.4.2, C1.4.4 C2.4.1, C2.4.2 C3.4.1
ELA201.02
C1.4.1, C1.4.2, C1.4.4
AM20.01
C1.4.1, C1.4.2, C1.4.4
PM20.01
C1.4.2, C1.4.4
C2
Seek alternative viewpoints
C3
Critically assess information
C3.4.1, C3.4.2
C4
Use organizational processes and tools
C5
Use technology to aid collaboration
C6
Investigate and solve problems
C6.4.4
C7
Use electronic research techniques
C7.4.3
C7.4.3
Appendix C / 31 2003
Planetary Motion
CHEM20.01
C1.4.1, C1.4.4 C2.4.1, C2.4.2
PHYS20.01
C1.4.1
SS20.01
C1.4.1, C1.4.2, C1.4.4 C2.4.1, C2.4.2 C3.4.1, C3.4.2
SS23.01
C1.4.1, C1.4.2, C1.4.4 C2.4.1 C3.4.2
C2
Seek alternative viewpoints
C3
Critically assess information
C4
Use organizational processes and tools
C5
Use technology to aid collaboration
C6
Investigate and solve problems
C7
Use electronic research techniques
Description
Form tentative understandings, interpretations and positions form tentative understandings and interpretations of works of literature and tentative positions on issues communicated by texts, and assess their potential by connecting own and others explorations and by exploring additional aspects of these texts Consider new perspectives compare own ideas, perspectives and interpretations with those of others, through a variety of means, such as pro-con charts, alternative Internet search engines, comparison tables, plus -minus -interesting (PMI) charts, think-pair-share and discussion groups on the Internet, to expand perceptions and understandings when exploring and responding to texts Understand and interpret content compare the personality traits, roles, relationships, motivations, attitudes and values of characters developed/persons presented in literature and other texts Use production, publication and presentation strategies and technologies consistent with context match presentation materials, strategies and technologies to purpose, audience and situation develop and deliver oral, visual and multimedia presentations, using voice production factors; e.g., volume, tone, stress; nonverbal factors; e.g., gestures, posture, distance, eye contact; and visual production factors; e.g., colour and contrast, appropriate to purpose, audience and situation Edit text for matters of correctness know and be able to apply capitalization and punctuation conventions correctly, including end punctuation, commas, semicolons, colons, apostrophes, quotation marks, hyphens, dashes, ellipses and parentheses
1.2.1
2.1.2
4.1.4
4.2.4
Description
plan and perform complex searches, using more than one electronic source select information from appropriate sources, including primary and secondary sources communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues consult a wide variety of sources that reflect varied viewpoints on particular topics evaluate the validity of gathered viewpoints against other sources assess the authority, reliability and validity of electronically accessed information use appropriate presentation software to demonstrate personal understandings
Appendix C / 33 2003
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve points of view evaluate sources interpret character traits create a resource use conventions present information. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Prior to undertaking the assessment task, students should brainstorm and establish criteria for rating the value of information sources. This assessment task may be used in different ways, depending on student abilities and/or teacher preference. For example, it could be the basis of a major self-directed study of the play. Or, after a teacher-directed cloze-reading of Act I, students could use it to study the remainder of the play. Or, it could be used to summarize student learning following a traditional study of the play. Provide samples of material in the widely-used format ...for Dummies to use in a discussion of tone, style and organization. For example, Computers for Dummies could be a resource for people who want to know how to use computers. The task lends itself to having students work in groups to develop a multimedia resource because there are numerous sources of information available on the Internet about Shakespeare and his plays.
Appendix C / 35 2003
Student
4 Excellent
Efficiently accesses and retrieves relevant information from a wide variety of sources representing diverse points of view about critical aspects of the play Supports own interpretations effectively using precise evidence that demonstrates insightful understanding and expresses a relevant point of view about the play
3 Proficient
Selectively accesses and retrieves relevant information from a variety of sources representing points of view about aspects of the play
2 Adequate
Accesses and retrieves information from few sources representing more than one point of view about predictable aspects of the play
1 Limited*
Accesses and retrieves information from few sources representing a singular point of view about predictable aspects of the play
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Supports own interpretations using detailed evidence that demonstrates understanding and expresses a clear point of view about the play
Supports own interpretations using some evidence that demonstrates partial understanding and expresses a point of view about the play
Supports own interpretations using little, if any, evidence that dem onstrates vague understanding and expresses an unclear point of view about the play
Creates an engaging resource that incorporates creative text and a variety of dramatic visual production factors, and addresses purpose and audience effectively
Creates a resource that incorporates meaningful text and a variety of visual production factors, and addresses purpose and audience thoroughly
Creates a resource that incorporates text and some visual production factors, and addres ses purpose and audience appropriately
Creates a resource that includes text and visuals that do little to address purpose or audience
Spelling, grammar, capitalization and punctuation are accurate and enhance the impact of the document
Spelling, grammar, capitalization and punctuation have errors that do not affect the impact of the document
Spelling, grammar, capitalization and punctuation have errors which interfere with the impact of the document
Spelling, grammar, capitalization and punctuation have errors that seriously impair the impact of the document
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Student
4 Excellent
Uses technology efficiently to access and retrieve relevant information from a variety of sources representing diverse points of view about critical aspects of the play Maintains a clear and complete record of sources, and accurately rates sources based on criteria
3 Proficient
Uses technology to access and retrieve information from a v ariety of sources representing points of view about aspects of the play
2 Adequate
Uses technology to access and retrieve information from few sources representing more than one point of view about predictable aspects of the play
1 Limited*
Uses technology to access and retrieve information from few sources representing a singular point of view about predictable aspects of the play
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Maintains a sketchy/incomplete record of sources and rates sources in a manner that is inconsistent with criteria Uses technology to create a resource that is difficult to read, has few visuals and little audience appeal
Uses technology effectively to create a highly visual, readable resource that is persuasive and engages the audience
Uses technology to create a readable resource with visuals that appeal to the audience
Uses technology to create a resource that is difficult to read, uses irrelevant visuals and lacks audience appeal
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 37 2003
Description
Understand and interpret content describe the relationships among plot, setting, character, atmosphere and theme when studying a narrative Evaluate the verisimilitude, appropriateness and significance of print and non-print texts assess the appropriateness of own and others understanding and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence analyze and assess character and characterization in terms of consistency of behaviour, motivation and plausibility, and in terms of contribution to theme analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience Consider and address form, structure and medium apply, when appropriate, the common conventions of oral, print, visual and multimedia text forms, including the common conventions of script Edit text for matters of correctness pay particular attention to punctuation, spelling and grammar usage, and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices
2.3.2
4.1.2
4.2.4
Description
plan and perform complex searches, using more than one electronic source select information from appropriate sources, including primary and secondary sources communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues assess the authority, reliability and validity of electronically accessed information demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic generate new understandings of problematic situations by using some form of technology to facilitate the process use appropriate presentation software to demonstrate personal understandings
CRITERIA are evidence that the student has achieved the outcomes Each student will: assess and retrieve information interpret a literary character create a script present an interview with a literary character use conventions. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. This task has applicability to English Language Arts 202 and selected Career and Technology Studies courses. Prior to completing the performance task, students will need the skills of researching and assessing Internet information for validity. Because of its complexity, Part 2 lends itself to being completed by a small group of students. The overall completion of this part of the task is the responsibility of the group and a group score should be awarded. Individual scores will be based on Part 1 of the assignment. The use of digital video or conventional video technology is essential to produce the multimedia interview. Video editing programs available on the Internet will facilitate completion of the task. Communication technology staff in the school or jurisdiction can be a helpful resource.
Appendix C / 39 2003
Part 2: Group work For the remainder of this assessment task, you will work in groups of three. Your first task as a group is to select one script to use in creating a multimedia presentation. Assign roles and begin to produce the multimedia interview. The interview should clearly portray the character depicted in the novel. Include animation, video, graphics, pictures, hyperlinks and any tools that will enhance the communication of your ideas. Present your multimedia presentation to the library board.
Student
4 Excellent
Efficiently accesses and retrieves relevant information from a wide variety of sources representing diverse points of view about the literary character Creates an engaging script that incorporates creative, meaningful dialogue with various filming techniques, that effectively engages the audience
3 Proficient
Selectively accesses and retrieves relevant information from a variety of sources representing points of view about the literary character
2 Adequate
Accesses and retrieves information from few sources representing more than one point of view about the literary character
1 Limited*
Accesses and retrieves information from few sources representing a singular point of view about the literary character
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Creates a workable script that incorporates meaningful dialogue with various filming techniques, that engages the audience
Creates a readable script that incorporates dialogue and some filming techniques, that holds audience interest
Creates a script that incorporates some dialogue and filming techniques, that does not hold audience interest
Uses a variety of effective examples to develop an in-depth portrayal of the character in terms of consistency of behaviour, motivation and plausibility, and thematic consideration Spelling, grammar, capitalization and punctuation are accurate and enhance the impact of the script
Uses examples to portray the character in terms of consistency of behaviour, motivation and plausibility, and thematic consideration
Uses examples that partially portray the character in terms of behaviour, motivation and plausibility, and thematic consideration
Uses irrelevant examples that inconsistently portray the character in terms of behaviour, motivation and plausibility, and thematic consideration
Spelling, grammar, capitalization and punctuation have errors that do not affect the impact of the script
Spelling, grammar, capitalization and punctuation have errors which interfere with the impact of the script
Spelling, grammar, capitalization and punctuation have errors that seriously impair the impact of the script
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 41 2003
Student
4 Excellent
Uses technology efficiently to access and retrieve insightful, valid and relevant information from a variety of sources that reveals in-depth character understanding Creates a creative, smooth, clear and plausible script that includes a variety of filming techniques, including lighting, sound, camera angles and stage directions Creates an interview using multimedia effectively that provides insightful, relevant and meaningful information about the character, is persuasive and engages the audience
3 Proficient
Uses technology to access and retrieve relevant information from a variety of sources that reveals character understanding
2 Adequate
Uses technology to access and retrieve information from few sources that reveals character understanding
1 Limited*
Uses technology to access and retrieve information that does little to reveal character understanding
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Creates a workable script that includes a variety of filming techniques, including lighting, sound, camera angles and stage directions
Creates an incomplete script that incorporates few, if any, filming techniques or stage directions
Creates an interview using multimedia that provides relevant information about the character and appeals to the audience
Creates an interview using multimedia that provides relevant information about the character in a straight -forward manner with little audience appeal
Creates an interview using multimedia that provides little, if any, information about the character and lacks audience appeal
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Description
Graphing and design extract information from given graphs of discrete or continuous data using: time series glyphs (custom pictorial representation) continuous data contour lines draw and validate inferences, including interpolations and extrapolations, from graphical and tabular data design different ways of presenting data and analyzing results, by focusing on the truthful display of data and the clarity of presentation Regression and nonlinear equations collect experimental data; graph the data using technology and represent the data with best-fit exponential or quadratic functions of the form: Y = ab^x Y = ax^2 + bx + c use best-fit exponential and quadratic functions and their associated graphs to make predictions and solve problems
1.2 1.3
2.3
2.4
Description
plan and perform complex searches, using more than one electronic source select information from appropriate sources, including primary and secondary sources communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues investigate and solve problems of prediction, calculation and inference investigate and solve problems of organization and manipulation of information manipulate data by using charting and graphing technologies in order to test inferences and probabilities generate new understandings of problematic situations by using some form of technology to facilitate the process
Appendix C / 43 2003
CRITERIA are evidence that the student has achieved the outcomes Each student will: plan and retrieve information collect and interpret data organize data generate a graph make inferences manipulate a graph make predictions communicate findings. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. To help prepare students for the task, teachers may want to spend time discussing graphs for depicting the type of data being collected; i.e., exponential versus line graphs, and consider which types may be suited to the task. Also, discuss criteria for selecting reliable electronic sources.
Appendix C / 45 2003
Student
4 Excellent
Uses logic and problem solving to identify relevant, reliable data which clearly indicate a cause of global warming
3 Proficient
Uses logic and problem solving to identify data which indicate a possible caus e of global warming
2 Adequate
Uses logic and problem solving to identify data relevant to global warming
1 Limited*
Uses logic and problem solving to identify data but relevance to global warming is unclear
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Creates easy to interpret spreadsheet and scatter plot that accurately represent the data with a bestf it curve or curves
Creates an interpretable spreadsheet and scatter plot that represent the data with a best-fit curve
Creates an interpretable spreadsheet and scatter plot, however, the best-fit curve does not accurately represent data
Creates a spreadsheet and scatter plot that are not interpretable, is unable to generate a best-fit curve
Makes insightful, logical inferences based on an exponential or quadratic equation that accurately represents the data
Makes logical inferences based on an exponential or quadratic equation that represents the data
Manipulates graph to present data favourably, indicating existence of an environmental problem Provides predictions that are generally supported by data
Provides predictions that are not supported by data or are based on personal opinion
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Area of need (Whats hard for me): Action Strength to enhance: Action
Student
4 Excellent
Plans and conducts an efficient search retrieving comprehensive data from relevant sources
3 Proficient
Plans and conducts a search retrieving necessary data from relevant sources
2 Adequate
Plans and conducts a search retrieving some data from relevant sources
1 Limited*
Plans and conducts a search retrieving little, if any, data that address the topic
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Thoroughly analyzes, synthesizes and graphs collected data, manipulating the graphs to present data in a highly favourable way Communicates information from findings in a highly persuasive, engaging presentation, using technology efficiently
Accurately analyzes, synthesizes and graphs collected data, making adjustments to present data in a favourable way Communicates information from findings in an interesting, coherent present ation, using technology
Analyzes and graphs data in a predictable way, making attempts to present data favourably
Graphs data without sufficient analysis or synthesis, making few, if any, adjustments to present data
Fails to communicate information from findings coherently or accurately, or use technology efficiently
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Student Learning Goals Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 47 2003
Description
Finance solve consumer problems solve budget problems using graphs and tables to communicate solutions plot and describe data of exponential form solve investment and credit problems involving simple and compound interest Linear and nonlinear systems determine the solution to a system of nonlinear equations, using technology as appropriate
Description
select information from appropriate sources, including primary and secondary sources communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues investigate and solve problems of prediction, calculation and inference investigate and solve problems of organization and manipulation of information manipulate data by using charting and graphing technologies in order to test inferences and probabilities generate new understandings of problematic situations by using some form of technology to facilitate the process
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information represent data determine strategies present findings. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. To help prepare students for the task, teachers may want to limit or delineate some investment options. Students should be encouraged to find options that represent exponential growth. Teachers may also want to provide students with instruction on how to predict future machinery costs and how to apply the concept of domain.
Appendix C / 49 2003
Student
4 Excellent
Identifies a wide variety of low-risk investment options and narrows the options to those with the highest interest returns
3 Proficient
Identifies a variety of low-risk investment options and identifies the one with the highest returns
2 Adequate
Identifies low-risk investment options that are similar, but does not identify those with the highest returns
1 Limited*
Identifies sources for investing
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Generates equations that represent investment options, displays data graphically in the appropriate domain and range Determines insightful and logical strategies that thoroughly account for the ambiguity of the three to five year term
Generates equations that represent investment options, displays data graphically with little attention to domain or range Determines logical strategies that account for the ambiguity of the three to five year term
Generates equations that represent investment options, displays data without attention to domain or range
Determines strategies (Finance 6.1, 6.5., Linear and nonlinear systems 1.3)
Determines reasonable strategies that partially account for the ambiguity of the three to five year term
Determines strategies that do not account for the ambiguity of the three to five year term
Develops a thoughtful and convincing presentation that clearly demonstrates a wide variety of possible strategies
Develops an interesting and coherent presentation that demonstrates a variety of possible strategies
Develops a sketchy presentation that considers a single investment option, with little consideration of alternate strategies
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Area of need (Whats hard for me): Action Strength to enhance: Action
Student
4 Excellent
Uses technology efficiently to access and retrieve relevant information about a wide variety of lowrisk investment options and narrows the options to those with the highest interest returns Uses technology to generate equations that represent investment options, displays data graphically in the appropriate domain and range Uses technology to develop and deliver a thoughtful, convincing presentation that thoroughly accounts for the ambiguity of the three to five year term
3 Proficient
Uses technology to access and retrieve relevant information about a variety of low-risk investment options and identifies the one with the highest returns
2 Adequate
Uses technology to access and retrieve relevant information about similar low-risk investment options, but does not identify those with the highest returns
1 Limited*
Uses technology to identify sources for investing
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses technology to generate equations to represent investment options, displays data graphically with little attention to domain or range
Uses technology to generate equations that represent investment options, displays data graphically without attention to domain or range Uses technology to develop and deliver a predictable presentation that partially accounts for the ambiguity of the three to five year term
Uses technology to develop and deliver an interesting, coherent presentation that accounts for the ambiguity of the three to five year term
Uses technology to develop and deliver a sketchy presentation that considers a single investment that does not account for the ambiguity of the three to five year term
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 51 2003
Description
Organic compounds are a common form of matter. Demonstrate the interrelationships among science, technology and society by understanding that organic compounds have distinguishing characteristics by: comparing them with inorganic compounds, describing the composition of and providing names and structural formulas for various hydrocarbons and their derivatives, and by investigating the physical and chemical properties of representative examples of organic compounds and building models depicting the structures of simple examples The chemical changes of organic compounds are many and diverse. Demonstrate an understanding that organic compounds undergo a variety of chemical reactions by: defining and giving examples of addition, substitution, elimination, etherification and combustion reactions of hydrocarbons writing and balancing chemical equations for the reactions described above comparing hydrocarbon cracking and reforming defining, giving examples of and writing chemical equations for various reactions, and by synthesizing an organic compound in the laboratory and building models to depict polymerization describing the petrochemical industry in Alberta and investigating career opportunities related to organic chemistry assessing the positive and negative effects of synthetically produced organic compounds, recognizing that the development of these products has played a major role in quality of life and standard of living but that a practical solution to related social and environmental problems often requires a compromise between competing priorities Demonstrate an ability to use skills and thinking processes associated with the practice of science, emphasizing: organizing and communicating connecting, synthesizing and integrating in the investigation of organic compounds and their reactions
4.2
Skills
Description
plan and perform complex searches, using more than one electronic source communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues consult a wide variety of sources that reflect varied viewpoints on particular topics evaluate the validity of gathered viewpoints against other sources generate new understandings of problematic situations by using some form of technology to facilitate the process evaluate the appropriateness of the technology used to investigate or solve a problem
CRITERIA are evidence that the student has achieved the outcomes Each student will: research information build chemical models explain organic chemical reactions evaluate information present findings. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Helpful technology tools include draw and paint programs or molecular modelling programs. Free demonstrations are available at www.wavefun.com.
Appendix C / 53 2003
Student
4 Excellent
Conducts comprehensive research on production methods, social and environmental issues, and ways that operating facilities have dealt with concerns
3 Proficient
Conducts necessary research on production methods, social and environmental issues, and ways that operating facilities have dealt with concerns
2 Adequate
Conducts part of the necessary research on production methods, social and environmental issues, and ways that operating facilities have dealt with concerns
1 Limited*
Conducts part of the necessary research and acces ses superficial information about production methods, social and environmental issues, and ways that operating facilities have dealt with concerns Constructs models that have little scientific accuracy
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Constructs models that effectively depict structures and scientific principles accurately Provides in-depth scientific descriptions of chemical processes, including complete and accurate chemical equations
Constructs models that partially depict structures, may lack scientific accuracy
Provides partial scientific descriptions of chemical processes with few chemical equations
Provides scientifically incorrect descriptions of chemical processes; equations, if included, contain many errors
Presents a comprehensive list of various sides of the issue that represents important possible alternatives in detail and makes a recommendation effectively supported by insightful analysis
Identifies various sides of the issue representing important possible alternatives and makes a recommendation supported by analysis
Identifies some important sides of the issue and others that are not relevant, makes a recommendation that is partially supported
Identifies sides of the issue which are not relevant and makes a recommendation that is not supported by analysis
Communicates ideas and information effectively, using specific vocabulary and extensive chemistry conventions that are persuasive and engaging
Communicates ideas and information clearly, using vocabulary and correct chemistry conventions that are persuasive but have few engaging elements
Communicates ideas and information using vocabulary that does not interfere with the flow of communication but has few persuasive elements and is not engaging
Communicates ideas and information using vocabulary that is incorrect and interferes with the flow of communication; presentation is neither persuasive nor engaging
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 55 2003
Student
4 Excellent
Efficiently uses technology to access a wide range of credible viewpoints regarding social and environmental issues surrounding ethene production Uses technology to create an animated 3-D model that effectively depicts structures and scientific principles accurately Uses technology efficiently to access and organize significant information to support or refute particular viewpoints
3 Proficient
Uses technology to access a range of viewpoints regarding social and environmental issues surrounding ethene production
2 Adequate
Uses technology to acces s a few viewpoints regarding social and environmental issues surrounding ethene production
1 Limited*
Uses technology to access narrow or one-sided viewpoints regarding social or environmental issues surrounding ethene production
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses technology to create a 3-D model that depicts structures and scientific principles
Uses technology to create a 2-D model that depicts basic structures, may lack scientific accuracy
Uses technology to access and organize relevant information to support or refute particular viewpoints
Uses technology to find and list related information to support or refute particular viewpoints
Uses technology to find a few facts to support or refute few, if any, viewpoints
Applies information technologies skillfully and effectively to present recommendation in a persuasive manner
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Area of need (Whats hard for me): Action Strength to enhance: Action
PLANETARY MOTION
Students will create hypotheses to better explain the motion of the planets by researching and recording the period and radii of the known planets in our solar system and interpreting the results.
PHYSICS 20 OUTCOMES (Unit 2: Circular Motion and Gravitation) No. Description
Demonstrate an understanding that uniform circular motion requires a non-zero net force of constant magnitude by: explaining quantitatively, circular motion in terms of Newtons laws of motion solving quantitatively, circular motion problems, using algebraic and/or graphical vector analysis Demonstrate an understanding that gravity is a universal force of nature by: explaining qualitatively, how mechanical understanding of circular motion and Keplers laws were used in the development of Newtons universal law of gravitation explaining qualitatively, the shape of our solar system and that of galaxies, in terms of Newtons laws of motion and gravitation Demonstrate the skills and thinking processes associated with the practice of science by: relating the gravitational force, using Newtons second law, to planetary and satellite motion problems
Description
plan and perform complex searches, using more than one electronic source use telecommunications to pose critical questions to experts investigate and solve problems of prediction, calculation and inference investigate and solve problems of organization and manipulation of information
CRITERIA are evidence that the student has achieved the outcomes Each student will: plan and perform complex searches use telecommunications construct spreadsheet explain laws organize data interpret data create hypothesis. TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Teachers may want to encourage students to consult with other students to generate possible hypotheses prior to completing the assessment task.
Appendix C / 57 2003
PLANETARY MOTION
Science is not an absolute body of factsit is a progression of increased understanding and improved ideas. Consider the three laws of planetary motion of Kepler (1571 1630). Not until many years later, did Newtons Law of Universal Gravitation mathematically reinforce Keplers findings, providing a more rigorous description of planetary motion by incorporating the force of gravity. As a scientist, evaluate Keplers and Newtons laws as they relate to the known values of the planets in our solar system. Research and record the period and radii of the known planets in our solar system. Create a spreadsheet that meets the following criteria: shows each planet with its known period and known radius has a calculated value for the radius of each planet using Keplers Third Law shows a calculated value of the radius of each planet using Newtons Law of Universal Gravitation calculates percentage difference between the accepted values and your calculated values. Interpret the results and create a hypothesis that addresses the differences between the three values of the radii. Synthesize a concept that will better explain the motion of the planets. Submit your hypothesis to an expert in the field; e.g., NASA, Calgary Space Science Centre, Edmonton Odyssium. Engage in a dialogue that further defines your hypothesis.
Student
4 Excellent
Reveals complete and insightful understanding
3 Proficient
Reveals clear understanding
2 Adequate
Reveals partial understanding
1 Limited*
Reveals little or no understanding
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes data that are accurate, directly related to the evidence and easy to interpret
Organizes data that have many errors and are not interpretable
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 59 2003
Student
4 Excellent
Performs complex searches efficiently; selects relevant information from appropriate sources
3 Proficient
Performs searches and selects relevant information from sources provided
2 Adequate
Performs searches and selects irrelevant or incomplete information from sources provided
1 Limited*
Performs search but is unable to retrieve relevant information from sources provided
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes data into a table that is complete and correct, uses appropriate formulas and scientific conventions and is easy to interpret
Organizes data into a table that lacks organization and has minor errors, but is interpretable
Organizes data into a table that has major errors and is not interpretable
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Area of need (Whats hard for me): Action Strength to enhance: Action
Description
understand that the pursuit of national interests at the expense of other nations may result in international conflict understand that warfare leads to change summarize information from a variety of print and nonprint sources distinguish among different points of view make decisions and defend their choice establish a thesis or take a position, and defend it in a well-written essay present ideas effectively in class debate convey information and express ideas, using timelines, charts and concept maps interact effectively with others in a variety of group settings consider alternatives, make decisions and substantiate choices use appropriate inquiry models to answer questions, solve problems and resolve issues
Communication Skills
Description
plan and perform complex searches, using more than one electronic source select information from appropriate sources, including primary and secondary sources communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues consult a wide variety of sources that reflect varied viewpoints on particular topics evaluate the validity of gathered viewpoints against other sources assess the authority, reliability and validity of electronically accessed information demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic participate in a variety of electronic formats generate new understandings of problematic situations by using some form of technology to facilitate the process use appropriate presentation software to demonstrate personal understandings
Appendix C / 61 2003
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information select and organize information identify and explain issue synthesize information formulate position create multimedia presentation participate in online forum present and defend position.
TEACHER NOTES Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. Software products available for discussion forums include: Nicenet Internet Classroom Assistant: http://www.nicenet.org/ Eboard: http://www.eboard.com Ezboard (Dr. Bs Virtual Conferencing Tool): http://drb-software.com/ FirstClass: http://www.centrinity.com/# WebCT: http://www.webct.com/ WebBoard: http://www.webboard.com/products/webboard/index.cfm World Crossing: http://worldcrossing.com/ The assessment task is designed to have students work in groups of eight: three judges forming a tribunal two prosecutors representing the Allied Powers two defense representatives one witness representing Germany. Additional participants can be added to represent the major Allied and Central Powers, as government or military officials, for instance. Before participating in the role-play scenario, students should have prior experience using discussion forums and be provided with guidance in the effective use of this asynchronous tool. (T he term asynchronous is usually used to describe communications in which data can be transmitted intermittently rather than in a steady stream.) See a sample discussion forum, such as www.uncg.edu/cex/common/discuss.htm. The following describes discussion forums (adapted from WebCThttp://www.webct.com/OTL/ ViewContent?contentID=898084). Discussion forums allow for assimilation, reflection and critical thinking. In an asynchronous learning environment, the instructor provides the leadership, designs the environment and manages the process. The learner engages the environment, collaborates with other learners, resources and experts to construct knowledge and understanding. Research indicates that discussion forums offer a number of advantages to students. Discussion forums: increase student motivation, engagement and participation in discussions that involve not only classmates, but fellow students worldwide, in a manner that allows them to respond at their own pace offer access to multiple perspectives through exposure to the opinions of many students build confidence as students dare to take more risks in this non-threatening learning environment encourage lifelong learning as students begin to compare and contrast myriad opinions and perspectives conveniently allow students who are geographically dispersed to work together on projects without the constraints of date, time and place.
Other roles: Country representatives: are prepared to be called as witnesses and present the position of your country to the tribunal. Reporters: submit a series of dispatches outlining the background of the trial and the conduct of it. An editorial statement regarding the outcome is also expected. Create a multimedia presentation with hyperlinks to present your position and/or participate in a role -play scenario using a threaded discussion forum.
Appendix C / 63 2003
Student
4 Excellent
Specifically identifies and thoroughly explains in-depth, the nature of war guilt related to the events of World War I for the role assigned
3 Proficient
Identifies, and clearly and logically explains, the nature of war guilt related to the events of World War I for the role assigned
2 Adequate
Generally identifies and partially explains the nature of war guilt related to the events of World War I for the role assigned
1 Limited*
Provides little or no explanation of the nature of war guilt related to the events of World War I for the role assigned
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Synthesizes information to determine patterns and link ideas to effectively defend a position Formulates a wellorganized, completely developed position based on the assigned role and presents logical, persuasive arguments
Partially synthesizes information to determine patterns and link ideas to defend a position
Formulates a reasonable position based on the assigned role and presents sound arguments
Formulates a general position based on the assigned role and presents questionable arguments
Formulates an unreasonable position based on the assigned role that is disorganized, difficult to follow and provides little or no support
Proposes a realistic and justifiable position, thoroughly and convincingly explains several strengths and weaknesses of each alternative solution proposed by others
Proposes a reasonable position, logically explains strengths and weaknesses of each alternative solution proposed by others
Proposes a position, partially explains strengths and weaknesses of alternative solutions proposed by others
Proposes an irrelevant position and is unable to identify strengths or weaknesses for solutions proposed by others
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Area of need (Whats hard for me): Action Strength to enhance: Action
Student
4 Excellent
Uses technology efficiently to access and retrieve relevant information from a wide variety of sources representing diverse points of view about Germanys involvement in the war Electronically locates and organizes comprehensive evidence that effectively supports or refutes different viewpoints
3 Proficient
Uses technology to access and retrieve information from a variety of sources representing differing points of view about Germanys involvement in the war
2 Adequate
Uses technology to access and retrieve information from few sources representing more than one point of view about Germanys involvement in the war
1 Limited*
Uses technology to access and retrieve information from few sources repres enting a singular point of view about Germanys involvement in the war
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Electronically locates and organizes relevant evidence that supports or refutes different viewpoints
Electronically locates and organizes incomplete evidence that partially supports or refutes different viewpoints
Creates a persuasive and engaging multimedia presentation with relevant hyperlinks incorporated Participates fully in an online forum discussion to effectively present and defend a position; thoroughly and insightfully debates the positions of others
Creates a multimedia presentation with some hyperlinks incorporated that contains some errors
Participates in an online forum discussion to present and defend a position; thoroughly debates the positions of others
Participates in an online forum discussion to present and defend a position that contains errors; may be unable to debate the positions of others
Participates in an online forum discussion to present a position, but is unable to defend the position or debate the positions of others
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 65 2003
Description
understand how the rise of nationalism has res ulted in conflicting national interests examine nationalism in the nineteenth and early twentieth centuries: national unification Germany World War I causes, including national, economic and military rivalries the nature of the conflict; e.g., trench warfare, new weapons Treaty of Versailles summarize written materials assess more than one point of view on an issue use maps to gather, analyze and provide information
Process skills
Communication skills
Description
plan and perform complex searches, using more than one electronic source select information from appropriate sources, including primary and secondary sources communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues consult a wide variety of sources that reflect varied viewpoints on particular topics demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic analyze and synthesize information to determine patterns and links among ideas use appropriate presentation software to demonstrate personal understandings
CRITERIA are evidence that the student has achieved the outcomes Each student will: access and retrieve information organize information synthesize data explain nature of warfare create profile present findings. TEACHER NOTE Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information. 66 / Classroom Assessment Tool Kit 2003 Information and Communication Technology (Division 4)
Alberta Learning, Alberta, Canada
Appendix C / 67 2003
Student
4 Excellent
Provides an in-depth, accurate explanation of factors that contributed to World War I, and roles of major combatants
3 Proficient
Provides a clear, logical explanation of factors that contributed to World War I, and roles of major combatants
2 Adequate
Provides a straight forward explanation of some factors that contributed to World War I, and roles o f major combatants
1 Limited*
Lists few factors that contributed to World War I, and roles of the major combatants
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Synthesizes information, determines patterns and links ideas that enhance understanding of the events and human impact of the war
Synthesizes information, determines patterns and links ideas that clarify the events and human impact of the war
Partially synthesizes information, determines few patterns and links ideas that have relevance to the events and human impact of the war
Synthesizes information with little relevance to the events and human impact of the war
Develops and presents a comprehensive, vivid soldier profile that incorporates supporting details allowing one to visualize World War I conditions
Develops and presents a detailed, accurate soldier profile that incorporates supporting details providing a depiction of World War I conditions
Develops and presents a general, predictable soldier profile that incorporates some supporting details within a World War I context
Develops and presents a soldier profile that incorporates few, if any, supporting details about World War I
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Area of need (Whats hard for me): Action Strength to enhance: Action
Student
4 Excellent
Efficiently accesses and retrieves valid, relevant information using a variety of electronic sources
3 Proficient
Accesses and retrieves relevant information using a variety of electronic sources
2 Adequate
Accesses and retrieves little relevant information using a variety of elec tronic sources
1 Limited*
Accesses, but is unable to retrieve, relevant information from electronic sources
Insufficient/ Blank*
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses technology to effectively organize information from a variety of viewpoints that is clearly summarized and directly related to the evidence Creates a profile using multimedia that conveys insightful, relevant and meaningful information Uses multimedia to explain ideas clearly, precisely and convincingly; presentation engages and holds the interest of the audience
Uses technology to organize information from a variety of viewpoints that is summarized and related to the evidence
Uses technology to organize information from a variety of viewpoints partially related to the evidence
Creates a profile using multimedia that conveys a mixture of relevant and irrelevant information
Uses multimedia to explain ideas in a logical, sequential way; presentation communicates to the audience
Uses multimedia to explain ideas that are incomplete and contain errors or distracting elements; presentation does not sustain interest throughout
Uses multimedia to present few, if any, ideas; presentation does not suit the needs or interests of the audience
When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
Area of need (Whats hard for me): Action Strength to enhance: Action
Appendix C / 69 2003
Appendix D
Sample Student Self-reflection Tools 7
The following tools can be used to encourage students to self-reflect. Select one to use with your students.
7. Adapted with permission from the Alberta As sessment Consortium (AAC), How to Develop and Use Performance Assessments in the Classroom (Edmonton, AB: Alberta Assessment Consortium, 2000), p. 35.
Appendix D / 71 2003
This piece of work demonstrates that I can Check (list the criteria) (list the criteria) (list the criteria) I can improve my work by
Appendix D / 73 2003
Appendix E
Student Profiles
Name: Subject: Grade: Reporting Date:
Division 4 Level 4 Excellent (Wow!) ICT Learner Outcome C1 Students will access, use and communicate information from a variety of technologies. C1.4.1 plan and perform complex searches, using more than one electronic source C1.4.2 select information from appropriate sources, including primary and secondary sources C1.4.3 evaluate and explain the advantages and disadvantages of various search strategies C1.4.4 communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues Date: Level 3 Proficient (Yes) Date: Level 2 Adequate (Yes, but) Date: Level 1 Limited (No, but) Date:
Appendix E / 75 2003
Division 4
ICT Learner Outcome C2 Students will seek alternative viewpoints using information technologies. C2.4.1 consult a wide variety of sources that reflect varied viewpoints on particular topics C2.4.2 evaluate the validity of gathered viewpoints against other sources C3 Students will critically assess information accessed through the use of a variety of technologies. C3.4.1 access the authority, reliability and validity of electronically accessed information C3.4.2 demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic C4 Students will use organizational processes and tools to manage inquiry. C4.4.1 use calendars, time management or project management software to assist in conducting an inquiry
Date:
Division 4
ICT Learner Outcome C5 Students will use technology to aid collaboration during inquiry. C5.4.1 use telecommunications to pose critical questions to experts C5.4.2 participate in a variety of electronic group formats C6 Students will use technology to investigate and/or solve problems. C6.4.1 investigate and solve problems of prediction, calculation and inference C6.4.2 investigate and solve problems of organization and manipulation of information C6.4.3 manipulate data by using charting and graphing technologies in order to test inferences and probabilities C6.4.4 generate new understandings of problematic situations by using some form of technology to facilitate the process C6.4.5 evaluate the appropriateness of the technology used to investigate or solve a problem
Date:
Appendix E / 77 2003
Division 4
ICT Learner Outcome C7 Students will use electronic research techniques to construct personal knowledge and meaning. C7.4.1 use appropriate strategies to locate information to meet personal needs C7.4.2 analyze and synthesize information to determine patterns and links among ideas C7.4.3 use appropriate presentation software to demonstrate personal understandings
Date:
Glossary
Achievement Assessment Contextualize Evaluation Formative Assessment Performance Performance Assessment Reliability Rubric Standard Student Profile Summative Assessment Validity
a students demonstration of knowledge, skills and attitudes relative to grade level curriculum standards collecting information on student achievement and performance to improve student learning to include ICT learner outcomes in another program of studies, such as language arts, by rephrasing the outcome to suit the context of the subject judgement regarding the quality, value or worth of a response ongoing assessment providing information to guide instruction and improve student performance the quality of a students demonstration of the learner outcomes a meaningful, real-life task that enables students to demonstrate what they know and can do in situations like those they will encounter outside the classroom as well as in situations that simulate how people do their work consistency of assessment results a fixed measurement scale and list of criteria that describe the quality of products or performances used to evaluate a students performance expected level of performance in relation to a specified curriculum outcome for a division or grade a chart that illustrates both the outcomes that have been taught and the students level of performance culminating assessment for a unit, grade level or course of study providing a status report on mastery or degree of proficiency according to identified learner outcomes appropriateness, adequacy and truthfulness of interpretations made from assessment information based on learner outcomes
Glossary / 79 2003
References
Alberta Assessment Consortium. A Framework for Student Assessment . Edmonton, AB: Alberta Assessment Consortium, 1997. Alberta Assessment Consortium. A Framework for Communicating Student Learning. Edmonton, AB: Alberta Assessment Consortium, 1999. Alberta Assessment Consortium. How to Develop and Use Performance Assessments in the Classroom. Edmonton, AB: Alberta Assessment Consortium, 2000. Alberta Education. Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 1 to Grade 6. Edmonton, AB: Alberta Education, 1998a. Alberta Education. Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 7 to Grade 9. Edmonton, AB: Alberta Education, 1998b. Alberta Education. Illustrative Examples to Accompany Information and Communication Technology Interim Program of Studies, Grade 10 to Grade 12. Edmonton, AB: Alberta Education, 1998c. Alberta Learning. Physical Education Guide to Implementation, Kindergarten to Grade 12. Edmonton, AB: Alberta Learning, 2000. Alberta Learning. Information and Communication Technology Program of Studies . Edmonton, AB: Alberta Learning, 20002003. Alberta Learning. Guide to Education: ECS to Grade 12. Edmonton, AB: Alberta Learning, 2002. Association for Supervision and Curriculum Development. Redirecting Assessment. Educational Leadership 46, 7 (1989). Association for Supervision and Curriculum Development. Teaching for Authentic Student Performance. Educational Leadership 54, 4 (1996). Black, Paul and Dylan Wiliam. Inside the Black Box. London, UK: Kings University, 1998. Davies, Anne. Making Classroom Assessment Work. Merville, BC: Connections Publishing, 2000. Eisner, Elliot W. The Uses and Limits of Performance Assessment. Phi Delta Kappan 80, 9 (1999), pp. 658660. Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York, NY: BasicBooks, 1993. Goodrich, Heidi. Understanding Rubrics. Educational Leadership 54, 4 (1996), pp. 1417. Gregory, Kathleen, Caren Cameron and Anne Davies. Knowing What Counts, Book OneSetting and Using Criteria: For Use in Middle and Secondary School Classrooms. Merville, BC: Connections Publishing, 2000a. Gregory, Kathleen, Caren Cameron and Anne Davies. Knowing What Counts, Book TwoSelfAssessment and Goal Setting: For Use in Middle and Secondary School Classrooms. Merville, BC: Connections Publishing, 2000b.
References / 81 2003
Guskey, Thomas R. Reporting on Student Learning: Lessons from the PastPrescriptions for the Future. In Thomas R. Guskey (ed.), Communicating Student Learning: 1996 ASCD Yearbook (Alexandria, VA: Association for Supervision and Curriculum Development, 1996), pp. 1324. Joint Advisory Committee on Principles for Fair Student Assessment Practices for Education in Canada. Principles for Fair Student Assessment Practices for Education in Canada. Edmonton, AB: Centre for Research in Applied Measurement and Evaluation, University of Alberta, 1993. Jonassen, David H., Kyle L. Peck and Brent G. Wilson. Learning With Technology: a constructivist perspective. Upper Saddle River, NJ: Prentice Hall, 1999. Popham, W. James. The Truth About Testing: An Educators Call to Action. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Stiggins, Richard J. Student-Centered Classroom Assessment (Second Edition). Upper Saddle River, NJ: Prentice-Hall, Inc., 1997. Stiggins, Richard J. Student-Involved Classroom Assessment (Third Edition). Upper Saddle River, NJ: Prentice-Hall, Inc., 2001. Stix, Andi. Strategies for Student-Centered Assessment . New Rochelle, NY: The Interactive Classroom, 1996. Wiggins, Grant and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.