classroom assessment tool kit
DESCRIPTION
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, 2000–2003, p. 47).TRANSCRIPT
CLASSROOM ASSESSMENT TOOL KIT
2003
Grades 1–6
the Information and Communication Technology (ICT)
Program of Studies
For
CLASSROOM ASSESSMENT TOOL KIT
For the Information and Communication Technology (ICT)
Program of Studies
Division 1 and Division 2
ALBERTA LEARNING CATALOGUING IN PUBLICATION DATA Alberta. Alberta Learning. Learning and Teaching Resources Branch.
Classroom assessment tool kit for the Information and Communication Technology (ICT) program of studies : grades 1–6. ISBN 0–7785–2531–7 1. Educational tests and measurements – Alberta. 2. Grading and marking (students). 3. Educational evaluation – Alberta. I. Title. LB3051.A333 2003 371.26 For further information, contact:
Learning and Teaching Resources Branch 44 Capital Blvd10044 – 108 St. NW, Suite 800 Edmonton, AB T5J 5E6 Telephone: 780–427–2984 in Edmonton or toll-free in Alberta by dialing 310–0000 Fax: 780–422–0576
This resource is intended for:
Teachers 3 Technology Coordinators 3 Administrators 3 Parents Stakeholders Others
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 Stakeholder Technology Branch Bonnie Brooks Stakeholder Technology BranchJoe Friesenhan Information and Technology Management Raja Panwar Curriculum Branch Phil Campbell Learner Assessment Branch Teddy Moline Learning and Teaching Resources Branch Denise Stocco French Language Services Branch Document Production Unit Learning and Teaching Resources Branch
Writing Team Doug Knight, Project Manager Knight Research and Consulting Services Barry Allen Chinook’s Edge School Division No. 73 Carol Caulfield Parkland School Division No. 70 Barry Edgar Edmonton School District No. 7 Dave Erickson Peace River School Division No. 10 Elizabeth Fargey Red Deer School District No. 104 Jennifer MacLean Edmonton Catholic Separate School District No. 7 Kyla Popik Foothills School Division No. 38 Martina Schmidt Science Alberta Charter School Cliff Sosnowski Edmonton Catholic Separate School District No. 7 Priscilla Theroux Calgary Roman Catholic Separate School District No. 1 Joni Turville St. Albert Protestant Separate School District No. 6 Sandra Unrau Calgary School District No. 19 Evie Van Scheik Wolf Creek School Division No. 72 Nancy Weber Edmonton School District No. 7
Revision Team Robert Hogg, Coordinator Alberta Assessment Consortium (AAC) Dale Armstrong, Coordinator J.D. Armstrong Consulting Sherry Bennett S.R. Bennett Consulting Alanna Cellini Student, University of Alberta, Faculty of Education Carol French Student, University of Alberta, Faculty of Education Linda Glasier Student, University of Alberta, Faculty of Education Bette Gray Parkland School Division No. 70 Donna Griffin Elk Island Public Schools Regional Division No. 14 Laurie Hawley Parkland School Division No. 70 Gary Heck Heck Leadership and Consulting Services, Inc. Sharon Horne Golden Hills School Division No. 75 Carol Anne Inglis Edmonton School District No. 7 Dean Jarvey Calgary Roman Catholic Separate School District No. 1 Jaime Johansson Integrity Consulting Daylene Lauman Edmonton School District No. 7 Tanis Marshall Edmonton School District No. 7 Kathy McCabe Edmonton School District No. 7 Anne Mulgrew Edmonton School District No. 7 Robert Smith Parkland School Division No. 70 Priscilla Theroux Calgary Roman Catholic Separate School District No. 1 Joni Turville St. Albert Protestant Separate School District No. 6 Ron Tyler Chinook’s Edge School Division No. 73 Anna Wong Student, University of Alberta, Faculty of Education
Information and Communication Technology (Div. 1 and Div. 2) Table of Contents / i ©Alberta Learning, Alberta, Canada 2003
Table of Contents Introduction ................................................................................................................................. 1 Guiding Principles ........................................................................................................................ 7 Principle 1: Assessment should be continuous ...................................................................... 7 Principle 2: Assessment should be collaborative .................................................................... 8 Principle 3: Assessment should be comprehensive ................................................................ 8 Principle 4: Assessment should include criteria ...................................................................... 8 Components ................................................................................................................................ 11 Curriculum and Assessment Matrices .................................................................................... 11 ICT Performance Assessments ............................................................................................. 12 Developing Your Own Performance Assessments .................................................................. 14 Criteria for Designing Performance Assessment Tasks ........................................................... 17 Criteria for Designing Rubrics ................................................................................................ 18 Student Self-reflection ........................................................................................................... 19 Sample Student Profile ......................................................................................................... 21 Communicating Student Learning .......................................................................................... 22 Appendices
A. Sample English Language Arts Assessment Task ............................................................. 23 Single Rubric Combining ELA and ICT Outcomes ........................................................ 26 Separate Rubrics for ELA and ICT Outcomes .............................................................. 27
B. Evaluation Tools for ICT Outcome Categories “F” and “P” .................................................. 29 Division 1 .................................................................................................................. 30 Division 2 .................................................................................................................. 32 C. Sample Performance Assessment Tasks and Rubrics for ICT Outcome Category “C” ......... 35 Division 1 .................................................................................................................. 35 Division 2 .................................................................................................................. 67
D. Sample Student Self-reflection Tools ................................................................................ 115 E. 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/>.
ii / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Div. 1 and Div. 2) Introduction / 1 ©Alberta Learning, Alberta, Canada 2003
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, 2000–2003, 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 student’s 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
2 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
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 K–3, 4–6, 7–9 and 10–12)
• 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 23–28 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.
Information and Communication Technology (Div. 1 and Div. 2) Introduction / 3 ©Alberta Learning, Alberta, Canada 2003
Figure 1 ENGLISH
LANGUAGE ARTS
SOCIAL STUDIES
MATHEMATICS
SCIENCE
OTHER
ICT
4 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Figure 21
1. From the Alberta Assessment Consortium (AAC) (Edmonton, AB, 2001).
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)
Not reported as part of a grade (informal)
Reported as part of a grade (formal)
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)
Summative
Formative
Student profile Personal communication Home response journal Individualized program plan (IPP) Portfolio Student self-reflection Open classroom Celebration of learning Student-led conference
Report card
Information and Communication Technology (Div. 1 and Div. 2) Introduction / 5 ©Alberta Learning, Alberta, Canada 2003
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, 2000–2003, 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 35–113. Figure 3
Communicating, Inquiring, Decision Making
and Problem Solving
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.
C66C77
C55
C44
C33
C22
C11
6 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
“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 29–33. Figure 4
Foundational Operations, Knowledge
and Concepts
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.
Processes for Productivity
Students will compose, revise and edit text.
Students will organize and manipulate data.
Students will communicate through multimedia.
Students will integrate various applications.
Students will navigate and create hyperlinked resources.
Students will use communication technology to interact with others.
P1
P2
P3
P4
P5
P6
F1
F2
F3
F4
F5
F6
Information and Communication Technology (Div. 1 and Div. 2) Guiding Principles / 7 ©Alberta Learning, Alberta, Canada 2003
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 learning and development.2
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: Assessment should be continuous • Principle 2: Assessment should be collaborative • Principle 3: Assessment should be comprehensive • Principle 4: Assessment should include criteria.
Principle 1: Assessment should be continuous
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.
8 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Principle 2: Assessment should be collaborative
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.
Principle 3: Assessment should be comprehensive
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, gender-
balanced, 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.
Principle 4: Assessment should include criteria
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 student’s performance to another’s. Comparing one student’s proficiencies to another’s 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.
Information and Communication Technology (Div. 1 and Div. 2) Guiding Principles / 9 ©Alberta Learning, Alberta, Canada 2003
“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 student’s full repertoire of skills and to yield information that is useful for subsequent advice and placement.”
Gardner, 1993, p. 178 “[Assessments should] measure learning outcomes of indisputable importance.”
Popham, 2001, p. 105
10 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Div. 1 and Div. 2) Components / 11 ©Alberta Learning, Alberta, Canada 2003
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 ELA20–1.01 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
<Title>
ELA20–1.01
<Title>
CHEM20.01
<Title>
PHYS20.02 C1 Access, use and communicate information
C1.4.1
C1.4.2
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
C6.4.1, C6.4.2, C6.4.3, C6.4.4
C6.4.1, C6.4.2, C6.4.4
C6.4.1, C6.4.2, C6.4.4
C7 Use electronic research techniques
C7.4.1, C7.4.2
C7.4.3
C7.4.3
12 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
ICT Performance Assessments
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.
Information and Communication Technology (Div. 1 and Div. 2) Components / 13 ©Alberta Learning, Alberta, Canada 2003
The following provides an explanation of each performance level of a rubric.3
Level Meaning Commentary
4
Excellent
The student meets the standard of excellence for the grade, demonstrates exemplary performance or understanding, shows creativity.
This is a “Wow!”
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.
This is a “Yes, but…”
1
Limited*
The student is not yet meeting the acceptable standard for the grade and has serious errors, omissions or misconceptions.
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 student’s 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. 48–49.
14 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Developing Your Own Performance Assessments
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 rubrics—what’s working and what’s 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.
Sample Performance Assessment Template
Grade
TITLE
<Insert overview of assessment task here>
<SUBJECT> OUTCOMES No. Description
ICT OUTCOMES No. Description
CRITERIA are evidence that the student has achieved the outcomes
Each student will: • •
Information and Communication Technology (Div. 1 and Div. 2) Components / 15 ©Alberta Learning, Alberta, Canada 2003
The following templates are for developing student assessment tasks and rubrics.
<TITLE> Student Assessment Task
<description of task> Student ___________________________________
<SUBJECT> RUBRIC <TITLE>
Level
Criteria
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. Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
16 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC <TITLE>
Level
Criteria
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. Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Components / 17 ©Alberta Learning, Alberta, Canada 2003
Criteria for Designing Performance Assessment Tasks4 The following analytic rating scale provides a guide to ensure that important elements are included in performance assessments. It also provides an indicator of the extent to which each element is present.
To what extent does the performance assessment: Fully Partially Not at all
a. establish clear criteria for assessing student learning related to specified learner outcomes —these criteria form the basis for evaluating and communicating student learning—involving students in developing criteria is encouraged
b. assess student performance on high priority and relevant outcomes —what is important for a student to know and be able to do is based on student learning needs and interests together with the priorities of the community, school and jurisdiction
c. establish a meaningful, real-life context (based on issues, problems, themes and/or student interests)
d. require the application of a range of thinking skills or processes
e. contain age- and grade-appropriate activities that are sufficiently challenging
f. provide students with a meaningful/real-life role
g. call for products or performances directed to a specific audience
h. allow for more than one right answer
i. elicit responses that reveal levels of performance rather than simply correct or incorrect answers
j. provide for students of varying ability levels to successfully complete tasks
k. provide for purposeful integration of subject areas
l. provide clear directions for students
m. engage students so their interest and enthusiasm will be sustained
n. merit the time and energy required to complete it
o. provide an evaluation rubric matched with the criteria
p. provide students with the criteria and opportunities to reflect on, self-evaluate and improve their performance?
4. Adapted with permission from the Maryland Assessment Consortium, “Performance Task Rubric” (Linthicum, MD:
Maryland Assessment Consortium, 1994).
18 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Criteria for Designing Rubrics The following analytic rating scale provides a guide to ensure that important elements are included in rubrics. It also provides an indicator of the extent to which each element is present.
Do the rubric descriptors:
Fully
Partly Rarely,
if ever
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?
Information and Communication Technology (Div. 1 and Div. 2) Components / 19 ©Alberta Learning, Alberta, Canada 2003
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 115–117, to encourage students to think about how they have performed, review what has been learned and set goals for further learning. 5
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 learning—in 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
Strategies to involve students in assessment5 Continual self-reflection throughout performance assessment enables students to assess progress, identify areas of difficulty, define learning and reassess goals. Self-reflection is the key to continued, powerful learning.
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. 30–32.
20 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Developing criteria and/or rubrics5
Students can help:
Ø identify and determine important criteria for a task (use brainstorming and discussions that analyze student samples to develop a critical elements list)
Ø write descriptors in student-friendly language Ø 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)
Ø generate or choose samples that demonstrate or reflect each performance level.
Initiating teacher–student communication5
As teachers move about classrooms during the administration of performance assessments, they should:
Ø provide continual feedback to students Ø observe student progress Ø encourage students to continuously self-assess Ø assist students with difficulties.
Using Pause-and-Think5 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. Ø Share—Turn to a partner and describe what they learned.
Ø Look for proof—Select and comment on a work sample that demonstrates an aspect of their learning.
Ø Connect to criteria—Explain how they have met the criteria.
Ø Relate the learning—Connect current concepts to past learning or find examples of the concepts in other contexts.
Ø Self/Peer assessment—Use the rubric to evaluate their own or another student’s product or performance, and suggest what works, what doesn’t and what’s 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. 30–32.
Information and Communication Technology (Division 4) Components / 21©Alberta Learning, Alberta, Canada 2003
Sample Student Profile
A profile of the various levels of achievement on general ICToutcomes, in the context of core subjects, provides a visual andongoing record of student performance.
• Student profiles are rating scales that may be used to record andcommunicate students’ levels of performance based on “C”category ICT learner outcomes.
• This information could be taken from an ICT scope and sequencedeveloped by the school or jurisdiction. (See www.learning.gov.ab.ca/ict for a document describing how to adapt a scope andsequence framework, and for sample frameworks.)
ICT OUTCOMES: Sample Profile, Division 1
Name: Jamie DoeSubject: English Language ArtsGrade: 3Reporting Date: November 15, 2002
Division 1 Level 4 Level 3 Level 2 Level 1
Excellent(Wow!)
Proficient(Yes)
Adequate(Yes, but…)
Limited(No, but…)
ICT Learner Outcome Date: Date: Date: Date:
C1Students will access, use andcommunicate information from a varietyof technologies.C1.1.1
access and retrieve appropriateinformation from electronic sources fora specific inquiry
October 2002(Grade 3)
June 2002(Grade 2)
C3Students will critically assessinformation accessed through the useof a variety of technologies.C3.1.1
compare and contrast information fromsimilar types of electronic sources
January 2002(Grade 2)
Student Learning Goals
• Area of need (What’s hard for me): Finding information that I need from the Internet− Action June 2002—By 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 2002—I want to find new ways to access information; e.g., discussion forums.
22 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Communicating Student Learning
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 119–125. 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 school’s 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).
Information and Communication Technology (Div. 1 and Div. 2) Appendix A / 23 ©Alberta Learning, Alberta, Canada 2003
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 27–28 illustrate how ICT outcomes and English language arts outcomes can be evaluated separately.
Grade 6: ENGLISH LANGUAGE ARTS
USING STORIES TO CREATE STORIES Students will write a new version of a story incorporating elements found in at least two versions of the story. Students will then create a multimedia version of the new story.
ENGLISH LANGUAGE ARTS Outcomes
No. Description
2.4.2
Elaborate on the expression of ideas use literary devices, such as imagery and figurative language, to create particular effects
2.4.3 Structure texts determine purpose and audience needs to choose forms, and organize ideas and details in oral, print and other media texts / express the same ideas in different forms and genres; compare and explain the effectiveness of each for audience and purpose
3.1.2 Determine information needs decide on and select the information needed to support a point of view
3.1.3 Plan to gather information develop and follow own plan for accessing and gathering ideas and information, considering guidelines for time and length of investigation and presentation
3.2.1 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 Access information skim, scan and read closely to gather information
3.3.1 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 Record information quote information from oral, print and other media sources
24 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2)2003 ©Alberta Learning, Alberta, Canada
English Language Arts Outcomes (cont’d)
No. Description
3.4.1 Share ideas and informationselect appropriate visuals, print and/or other media to inform and engage the audience
4.1.3 Enhance legibilityexperiment with a variety of software design elements, such as spacing, graphics, titles andheadings, and font sizes and styles, to enhance the presentation of texts
4.2.2 Attend to spellingedit for and correct commonly misspelled words in own writing, using spelling generalizationsand the meaning and function of words in context
ICT Outcomes
No. Description
C1.2.1 access and retrieve appropriate information from the Internet by using a specific search pathor from given uniform resource locations (URLs)
C1.2.2 organize information gathered from the Internet or an electronic source by selecting andrecording the data in logical files or categories; communicate effectively, through appropriateforms, such as speeches, reports and multimedia presentations, applying informationtechnologies that serve particular audiences and purposes
C4.2.2 organize information, using such tools as databases, spreadsheets or electronic webbing
C5.2.1 retrieve data from available storage devices, such as shared folders, to which groups havecontributed
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 ofinformation
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.htmlFolklore, Myth & Legend (from the Children’s Literature Web Guide)
− http://www.cln.org/themes/fairytales.htmlStories, Folklore, and Fairy Tales Theme Page (from the Community Learning Network)
− http://www.qesn.meq.gouv.qc.ca/folklore/index.htmTeaching with Folklore
Information and Communication Technology (Div. 1 and Div. 2) Appendix A / 25 ©Alberta Learning, Alberta, Canada 2003
USING STORIES TO CREATE STORIES People are storytelling creatures. We make sense of our experience of the world through the stories we tell, and we are drawn to the stories of others. As a young storywriter, you have been hired by a publishing company to create a new version of a story and prepare it for publication. To accomplish this, find and read at least two versions of a myth, folktale or legend that you find engaging. (Use print or Web sources.) Genres you may choose from include: • Greek myths • Chinese folktales • forest lore • space folklore and myths • myths and folklore about flight. Your job is to: • use a graphic organizer (web, chart, Venn diagram) to compare the two story
versions of the myth, folktale or legend you have found • select elements from these two versions • incorporate these elements into a well-written new story by:
− using a storyboard to plan your new version of the tale − creating a multimedia version − presenting your story to representatives from the publishing company.
Student Assessment Task
26 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Single Rubric Combining ELA and ICT Outcomes Student ___________________________________
ENGLISH LANGUAGE ARTS and ICT RUBRIC USING STORIES TO CREATE STORIES
Level
Criteria
4 Excellent
3 Proficient
2 Adequate
1 Limited*
Insufficient/
Blank*
Accesses and retrieves information (3.1.3, 3.2.1, C1.2.1, C5.2.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (3.3.1, C1.2.2, C4.2.2)
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer
Places information into topical 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)
Creates an original, interesting storyboard using the essential requirements of the selected genre
Creates a storyboard using the requirements of the selected genre
Completes a storyboard template based on the requirements of the selected genre
Completes a storyboard template by placing events and ideas randomly
Composes story (2.4.2, 2.4.3)
Composes original, compelling story with rich supporting details
Composes original story with supporting details
Composes simple, predictable story with few supporting details
Composes incomplete, uninteresting or disjointed story
Uses conventions (4.2.2)
Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writer’s intended meaning
Presents story (3.4.1, 4.1.3, C7.2.2)
Creates a multimedia presentation that engages and holds the interest of the audience
Creates a multimedia presentation that communicates to the audience
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
Creates a single-dimension 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix A / 27 ©Alberta Learning, Alberta, Canada 2003
Separate Rubrics for ELA and ICT Outcomes Student ___________________________________
ENGLISH LANGUAGE ARTS RUBRIC USING STORIES TO CREATE STORIES
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (3.1.3, 3.2.1)
Efficiently accesses and retrieves relevant information from several sources
Selectively accesses and retrieves relevant information from sources provided
Accesses and retrieves both relevant and irrelevant information from sources provided
Accesses, but is unable to retrieve, relevant information from sources provided
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (3.3.1)
Organizes significant information into purposeful categories using a graphic organizer
Organizes topical information into appropriate categories using a graphic organizer
Places information into topical categories using a graphic organizer
Places incomplete, irrelevant information into pre-set categories using a graphic organizer
Creates storyboard (3.1.2)
Creates an original, interesting storyboard using the essential requirements of the selected genre
Creates a storyboard using the requirements of the selected genre
Completes a storyboard template based on the requirements of the selected genre
Completes a storyboard template by placing events and ideas randomly
Composes story (2.4.2, 2.4.3)
Composes original and compelling story with rich supporting details
Composes original story with supporting details
Composes simple and predictable story with few supporting details
Composes incomplete, uninteresting or disjointed story
Uses conventions (4.2.2)
Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writer’s intended meaning
Presents story (3.4.1, 4.1.3)
Presents story that engages and holds the interest of the audience
Presents story that communicates to the audience
Presents story that communicates to the audience, but does not sustain interest throughout
Presents story 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 (What’s hard for me): − Action
• Strength to enhance: − Action
28 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC USING STORIES TO CREATE STORIES
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.2.1, C5.2.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (C1.2.2, C4.2.2)
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer
Places information into topical categories using an electronic graphic organizer
Places incomplete, irrelevant information into pre-set categories using an electronic graphic organizer
Creates storyboard (C1.2.2, C7.2.1)
Creates an original, interesting electronic storyboard using the essential requirements of the selected genre
Creates an electronic storyboard using the requirements of the selected genre
Completes an electronic storyboard template based on the requirements of the selected genre
Completes an electronic storyboard template by placing events and ideas randomly
Creates multimedia presentation (C1.2.2, C7.2.2)
Creates a multimedia presentation that engages and holds the interest of the audience through the effective use of sound and graphics
Creates a multimedia presentation that communicates to the audience
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
Creates a single- dimension 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix B / 29 ©Alberta Learning, Alberta, Canada 2003
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 skill-based, 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 switches—there are various degrees of illumination just as there are degrees of quality of performance. Checklists, on the other hand, are more like simple toggle switches—they 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 scales—“yes” 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, 74–75.
30 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Division 1 “F” and “P” Outcomes Checklist Student ___________________________________
A. BASIC PROCEDURES
Observation of Student
YES NOT YET
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)
B. TEXT-DATA ENTRY PROCEDURES
Observation of Student
YES NOT YET
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)
C. COMPUTER WORKSTATION COMPONENTS
Observation of Student
YES NOT YET
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 mediums—floppy disk, hard drive, network, CD (F1.1.2)
Information and Communication Technology (Div. 1 and Div. 2) Appendix B / 31 ©Alberta Learning, Alberta, Canada 2003
Observation of Student
YES NOT YET
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)
D. PROCESSES FOR PRODUCTIVITY
Observation of Student
YES NOT YET
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)
32 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Division 2 “F” and “P” Outcomes Checklist Student ___________________________________
A. BASIC PROCEDURES
Observation of Student
YES NOT YET
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)
B. TEXT-DATA ENTRY PROCEDURES
Observation of Student
YES NOT YET
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)
Information and Communication Technology (Div. 1 and Div. 2) Appendix B / 33 ©Alberta Learning, Alberta, Canada 2003
C. COMPUTER WORKSTATION COMPONENTS
Observation of Student
YES NOT YET
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 mediums—floppy disk, hard drive, network, CD (F1.2.1)
Observation of Student
YES NOT YET
Work Station Routines The student:
• appropriately adjusts monitor, keyboard, desk, chair and other equipment to ensure workstation is ergonomically appropriate—comfortable, healthy, safe and efficient (F5.2.1)
• observes ethical, legal and security measures in handling software and hardware—copyright, privacy, confidentiality (F3.2.5, F3.2.6, F3.2.7)
• complies with school acceptable use policy (F3.2.1)
D. PROCESSES FOR PRODUCTIVITY
Observation of Student
YES NOT YET
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)
34 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 35 ©Alberta Learning, Alberta, Canada 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.
Division 1 Curriculum and Assessment Matrix
Assessment ICT Outcomes
Create a Movie
Review ELA.01
Create a Pizza Menu
MA.01
Spend One Thousand
Dollars MA.02
Toxic Noise
SC.01
Zoo Animals
SC.02
Family Treasures of
the Past SS.01
C1 Access, use and communicate information
C1.1.1
C1.1.1, C1.1.2
C1.1.1
C1.1.1, C1.1.2
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, C6.1.3
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
C7.1.3
C7.1.4
36 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Grade 3: ENGLISH LANGUAGE ARTS (ELA.01)
CREATE A MOVIE REVIEW Students will create a movie review using text, sound and visual images.
ENGLISH LANGUAGE ARTS OUTCOMES
No. Description
2.2.1 Experience various texts tell or write about favourite parts of oral, print and other media texts
2.2.2 Construct meaning from texts summarize the main idea of individual oral, print and other media texts
2.2.3 Appreciate the artistry of texts express feelings related to words, visuals and sound in oral, print and other media texts
4.3.2 Enhance presentation use print and nonprint aids to illustrate ideas and information in oral, print and other media texts
ICT OUTCOMES
No. Description
C1.1.1 access and retrieve appropriate information from electronic sources for a specific inquiry
C4.1.1 follow a plan to com plete an inquiry
C6.1.3 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.
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 37 ©Alberta Learning, Alberta, Canada 2003
• 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.
38 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
CREATE A MOVIE REVIEW As a movie reviewer who wants to be hired by a local newspaper, prepare a multimedia presentation to show the newspaper editor that you know how to develop and present an online newspaper review. Use an electronic graphic organizer to build a storyboard for your movie review. Develop your movie review using text, sound and visual images. Your review needs to: • indicate the genre (type) of the movie • summarize the main idea • describe your favourite parts • express your feelings about the movie • give it a rating. Use visual aids, such as multimedia presentation software, to present your opinion.
Student Assessment Task
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 39 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
ENGLISH LANGUAGE ARTS RUBRIC CREATE A MOVIE REVIEW
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Summarizes main idea (2.2.2)
Summarizes main idea concisely and insightfully
Summarizes main idea completely and clearly
Summarizes main idea partially and superficially
Unable to summarize main idea, makes sketchy retelling
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Describes favourite parts (2.2.1)
Thoroughly describes favourite parts
Clearly describes favourite parts
Partially describes favourite parts
Description of favourite parts is sketchy and incomplete
Expresses feelings (2.2.3)
Expresses feelings eloquently and with conviction
Expresses feelings clearly
Expresses feelings incompletely
Expresses few, if any, feelings
Illustrates opinions (4.3.2)
Chooses visuals and sounds that effectively and completely support opinions
Chooses visuals and sounds that reasonably 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 (What’s hard for me): − Action
• Strength to enhance: − Action
40 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC CREATE A MOVIE REVIEW
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.1.1)
Efficiently accesses and retrieves relevant information from several electronic sources
Selectively accesses and retrieves relevant information from electronic sources provided
Accesses and retrieves both relevant and irrelevant informat ion from electronic sources provided
Accesses, but is unable to retrieve, relevant information from electronic sources provided
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Follows a plan (C4.1.1)
Follows a plan to thoroughly prepare a detailed, comprehensive review
Follows a plan to systematically prepare a complete review
Follows a plan to simplistically prepare a partial review
Has difficulty following a plan and prepares a sketchy review
Presents information and supports a viewpoint (C6.1.3)
Applies communication technology to present information in an engaging, persuasive way to effectively support a viewpoint
Applies communication technology to clearly present information to reasonably support a viewpoint
Applies communication technology to present information to partially 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 41 ©Alberta Learning, Alberta, Canada 2003
Grade 3: MATHEMATICS (MA.01)
CREATE A PIZZA MENU
Students will conduct a survey to determine the most popular pizza topping. Data collected will be entered into a class database. Students will use an electronic graphic organizer to display the compiled data and use the data to develop a pizza menu.
MATHEMATICS OUTCOMES: Statistics and Probability (Data Analysis)
No. Description
SO1 collect data, using measuring devices and printed/technology resources
SO2 display data, using rank ordering
SO3 display the same data in more than one way
SO4 make predictions and inferences when solving similar problems
ICT OUTCOMES
No. Description
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
C7.1.3 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.
42 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
CREATE A PIZZA MENU A new pizza place is opening near your school! As an advisor to the pizza company, you have been asked to recommend a menu of popular pizzas so the new company can make a profit. Base your recommendations on information you collect from students in your school. • Brainstorm a list of possible pizza toppings and record them on a tally sheet. • Collect data on favourite toppings from students in different classes. • Rank your data from the most to least popular. • Give information you collect to your teacher to enter into a class database on
popular pizza toppings. • Examine the information and decide which pizzas will be the most popular so you
can recommend a menu to the owners of the pizza company. • Use more than one way to present your data; e.g., rank order, graph, including an
electronic graphic organizer. • Create a menu to present to your classmates. Support your choices.
Student Assessment Task
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 43 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
MATHEMATICS RUBRIC CREATE A PIZZA MENU
More than one way of displaying data must be evident.
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Collects data (SO1)
Collects precise and pertinent data and enters it accurately on the tally sheet
Collects relevant data and completes tally sheet correctly
Collects appropriate data, but tally sheet contains some errors
Collects little data and produces an incomplete tally sheet
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes and displays data (SO2, SO3)
Accurately displays data using rank ordering and skillful organization, and data is easy to interpret
Accurately displays data using rank ordering and data is interpretable
Displays data using rank ordering wi th some errors, but data is interpretable
Displays data unclearly or in a confusing way
Makes recommend-ation (SO4)
Uses data to make a thorough recommendation about pizza menu preferences
Uses data to make a logical recommendation about pizza menu preferences
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 (What’s hard for me): − Action
• Strength to enhance: − Action
44 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC CREATE A PIZZA MENU
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Displays data (C6.1.2)
Uses technology to effectively display data that is accurate and easy to interpret
Uses technology as required to display data that is accurate and interpretable
Uses technology to display compiled data, but presentation is muddled or contains errors
Uses technology to present incomplete data that does little to assist in solving the problem
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Draws conclusions (C7.1.3)
Uses technology to create a menu that represents an insightful interpretation of the data
Uses technology to create a menu that represents a thoughtful interpretation of the data
Uses technology to create a menu that generally reflects the data
Uses technology to create a menu that has little, if anything, to do with the data
Supports conclusions (C6.1.3)
Uses data to provide convincing support for conclusions
Uses data to support conclusions
Uses data to provide partial support for conclusions
Draws conclusions that are not related to 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 45 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
CREATE A PIZZA MENU TALLY SHEET
Name of Topping Tally Total
46 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
CREATE A PIZZA MENU BAR GRAPH SHEET
Topping
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 47 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
CREATE A PIZZA MENU RANK ORDERING SHEET
Rank Order
Topping
48 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Grade 3: MATHEMATICS (MA.02)
SPEND ONE THOUSAND DOLLARS
Students will recommend playground equipment by collecting information about the availability and costs of a variety of types of playground equipment. The information will be used to write a $1000 grant proposal.
MATHEMATICS OUTCOMES: Statistics and Probability (Data Analysis)
No. Description
SO1 collect data, using measuring devices and printed/technology resources
SO3 display the same data in more than one way
SO5 obtain new information by performing arithmetic operations on the data
ICT OUTCOMES
No. Description
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
C3.1.1 compare and contrast information from similar types of electronic sources
C4.1.3 organize information from more than one source
C5.1.1 share information collected from electronic sources to add to a group task
C6.1.2 use technology to organize and display data in a problem -solving context
C7.1.3 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.
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 49 ©Alberta Learning, Alberta, Canada 2003
SPEND ONE THOUSAND DOLLARS The students in your school would like a greater variety of activities for recess, but there is not enough playground equipment. Your class has the opportunity to recommend equipment for the school. The principal has asked you and your classmates to help your teacher write a proposal for a $1000 grant for playground equipment. Your proposal must include a list of what equipment to buy, costs of the equipment and reasons why this would be the best equipment to buy. You will work in small groups to investigate the types of equipment available, compare prices and make a list of recommendations. In your small groups you will: • brainstorm what playground equipment to buy • collect and organize information about the costs • include at least two electronic sources; e.g., Web sites, telephone quotes, television
advertisements • include print sources, such as newspapers, catalogues, flyers • stay within the $1000 limit • select various ways to organize and display your data; e.g., bar graphs, pie chart,
tables • provide explanations for your choices • present your group’s recommendation to the class. After listening to your classmates’ presentations, discuss and debate the choices.
Student Assessment Task
50 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
MATHEMATICS RUBRIC SPEND ONE THOUSAND DOLLARS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Collects data (SO1)
Collects pertinent and meaningful data about equipment costs, and records information in an accurate, systematic way
Collects relevant data about equipment costs, and records information clearly and correctly
Collects and records appropriate data about equipment costs; minor errors are present
Collects minimal data about equipment costs and records information in a confusing way
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Displays data (SO3)
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
Appropriately displays collec ted data using predictable display formats
Display formats misrepresent collected data; uses inappropriate display formats
Performs arithmetic operations (SO5)
Performs efficient and accurate calculations to verify equipment purchase recommendation
Performs accurate calculations to verify equipment purchase recommendation
Minor errors in calculations reduce the effectiveness of the recommendation
Significant errors in calculations severely limit the effectiveness of the 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 51 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
ICT RUBRIC SPEND ONE THOUSAND DOLLARS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.1.1)
Efficiently accesses and retrieves relevant informat ion from several electronic sources
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Shares information (C5.1.1)
Shares significant information collected from electronic sources that effectively facilitates group’s recommendation
Shares information collected from electronic sources that contributes to group’s recommendation
Shares information collected from electronic sources that is generally helpful in group’s recommendation
Shares information collected from electronic sources that does little to assist in group’s recommendation
Organizes information (C1.1.2, C4.1.3, C6.1.2)
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 recommenda-tion (C3.1.1, C7.1.3)
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 (What’s hard for me): − Action
• Strength to enhance: − Action
52 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Grade 3: SCIENCE (SC.01)
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. Description
3–9.3 recognize that there are ways of measuring the loudness of sounds and that loud sounds pose a danger to the ear
3–9.10 recognize that certain sounds have characteristics that cause them to be interpreted as pleasant or unpleasant
3–9.11 describe changes in hearing that result from continued exposure to loud noise and from the natural process of aging
ICT OUTCOMES
No. Description
C1.1.1 accesses and retrieves appropriate information from electronic sources for a specific inquiry
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
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.
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 53 ©Alberta Learning, Alberta, Canada 2003
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 Assessment Task
54 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
SCIENCE RUBRIC TOXIC NOISE
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Measures sound levels (3–9.3)
Measures sound accurately and uses information effectively in the presentation
Measures sound accurately and uses information in the presentation
Measures some sounds inaccurately, provides partially correct information in the presentation
Measures sound inaccurately, errors interfere with the presentation
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Classifies sounds (3–9.10)
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 dangers of loud sounds (3–9.11)
Describes the dangers of loud sounds with detail in an insightful, skillful way
Clearly describes the dangers of loud sounds
Briefly describes the dangers of loud sounds
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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 55 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
ICT RUBRIC TOXIC NOISE
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.1.2)
Efficiently accesses and retrieves relevant information from several electronic sources
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, information from electronic sources provided
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes and displays data (C6.1.2)
Creates a multimedia presentation and uses data collected in a highly organized, creative way that effectively addresses the problem
Creates a multimedia presentation that uses data collected to reasonably address the problem
Creates a multimedia presentation that addresses the problem somewhat, with partial use of data collected
Creates a single-dimension presentation that does not address the problem and is confusing
Supports and presents conclusions (C6.1.3)
Uses multimedia presentation to support and present conclusions in a clear and convincing manner
Uses multimedia presentation to present conclusions supported with plausible reasons
Uses multimedia presentation but does not support conclusions effectively
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 (What’s hard for me): − Action
• Strength to enhance: − Action
56 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
SOUND COLLECTION CHART Explore your classroom and/or community. Record: • the kinds of sounds you hear • whether they are pleasant or unpleasant to you • actual or estimated decibels (use the decibel chart as a guide) • whether you believe the sound is safe or dangerous • your ranking of each sound, with 1 being the loudest sound you hear.
Sound
Pleasant or Unpleasant
Estimated or Actual Decibels
Safe or Dangerous
Ranking
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 57 ©Alberta Learning, Alberta, Canada 2003
DECIBEL (dB) CHART
Sound is measured in units called decibels (dB) on a scale from zero to 180. Prolonged exposure to sounds over 90 decibels can cause hearing loss. Sounds in the painful range have the potential to cause immediate damage.
Sound7 Decibels7 Intensity
Rifle 155 dB Painful
Jet engine 140 dB Painful
Propeller aircraft 120 dB Extremely loud
Amplified music 110 dB Extremely loud
Chain saw 100 dB Extremely loud
Lawn mower 90 dB Very loud
Computer print room 80 dB Very loud
Noisy restaurant 70 dB Loud
Heavy traffic 70 dB Loud
Conversation 60 dB Moderate
Quiet office or library 40 dB Moderate
Quiet whisper 30 dB Faint
Buzzing insect 20 dB Faint
Rustle of a leaf 10 dB Faint
7. Reproduced with permission from West General LLC, “Acoustics 101—Decibel Chart,” 2002,
http://www.westgeneral.com/acoustical/acoustics101_big.html (Accessed February 3, 2003)
58 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Grade 3: SCIENCE (SC.02)
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. Description
3–10.1 classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body covering, overall shape, backbone
3–10.6 demonstrate awareness that animals require different habitats in order to meet their basic needs of food, water, shelter and space
3–11.10 demonstrate knowledge of the needs of animals studied, and demonstrate skills for their care
ICT OUTCOMES
No. Description
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
C5.1.1 share information collected from electronic sources to add to a group task
C6.1.3 use technology to support and present conclusions
C7.1.3 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 animal’s 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.
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 59 ©Alberta Learning, Alberta, Canada 2003
• 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 animal’s 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.
60 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
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 animal—use 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 Assessment Task
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 61 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
SCIENCE RUBRIC ZOO ANIMALS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Describes animal characteristics (3–10.1)
Includes a wide variety of observable characteristics that provide an accurate and comprehensive description of the animal
Includes many observable characteristics that provide a clear description of the animal
Includes a narrow range of observable characteristics that provide a general description of the animal
Includes a few observable characteristics that partially describe the animal
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Demonstrates awareness of animal habitats (3–10.6)
Provides an in-depth description of a suitable habitat that accounts for the unique characteristics of the animal
Provides a detailed description of a suitable habitat that accounts for the characteristics of the animal
Provides a superficial description of a habitat that takes into consideration some characteristics of the animal
Lists few features of a suitable habitat with little evidence relating the habitat to animal characteristics
Demonstrates knowledge of animal’s needs (3–11.10)
Thoroughly explains how to help the animal meet its basic needs within its habitat
Describes how to help the animal meet its basic needs within its habitat
Makes a few suggestions on how to help the animal meet its basic needs within its habitat
Provides little or no information that connects to the animal’s basic needs
* 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 (What’s hard for me): − Action
• Strength to enhance: − Action
62 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC ZOO ANIMALS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.1.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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, information from electronic sources provided
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Processes information (C1.1.2, C7.1.3)
Uses significant information from a variety of electronic sources to place animal in a suitable habitat
Uses meaningful information from electronic sources provided to place animal in a suitable habitat
Uses reasonable information from electronic sources provided to place animal in a habitat
Restates information from electronic sources provided about animal habitats
Contributes to class presentation (C5.1.1)
Makes significant contribution to class presentation by sharing information collected from electronic sources
Makes meaningful contribution to class presentation by sharing relevant information collected from electronic sources
Makes a reasonable contribution to class presentation by sharing appropriate information collected from electronic sources
Makes a minimal contribution to class presentation
Supports and presents conclusions (C6.1.3)
Uses electronic data to provide convincing support for conclusions
Uses electronic data to support conclusions
Uses electronic data to provide partial support for conclusions
Draws conclusions that are not related to 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 63©Alberta Learning, Alberta, Canada 2003
Grade 3: SOCIAL STUDIES (SS.01)
FAMILY TREASURES OF THE PAST
Students will find information about their family histories and create presentations usingtechnology to share their findings.
SOCIAL STUDIES OUTCOMES (Topic A: My Community in the Past, Present and Future)
No. Description
Process Skills 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
CommunicationSkills
write a diary entry, journal entry and/or make an audiotape recording; e.g., about animportant individual in your community’s past, and/or predicting life in the future
ICT OUTCOMES
No. Description
C4.1.3 organize information from more than one source
C6.1.3 use technology to support and present conclusions
C7.1.4 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.
64 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
FAMILY TREASURES OF THE PAST As an historian, select a family treasure; e.g., photo, object, story, recipe, item of clothing. Research this family treasure to discover its history by interviewing a family member. Keep a record of this interview by tape recording it or taking notes. You may also research the treasure by reading about it in a family record, such as a diary, Web site or history book. How does this treasure represent a change from the past to the present? Use technology to create a presentation to share your findings with the local museum board. Your presentation should include: • a representation of your treasure • its history • an explanation of the change in society it represents • a prediction of how it might change in appearance and use in the future. Suggested materials and equipment: • tape recorder • digital camera • scanner • software.
Student Assessment Task
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 1 / 65 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
SOCIAL STUDIES RUBRIC FAMILY TREASURES OF THE PAST
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Identifies sources and location of information (Process Skills)
Identifies pertinent sources and exact location of information
Identifies relevant sources and specific location of information
Identifies possible sources and general location of information that may not be relevant or useful
Identifies a possible source of information
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Collects information (Process Skills)
Collects pertinent and diverse information from a wide variety of sources
Collects relevant information from many sources
Collects appropriate information from sources provided
Collects little, if any, information from sources provided
Makes prediction (Process Skills)
Makes an insightful prediction based on significant information
Makes a reasonable prediction based on a variety of information
Makes a questionable prediction that is based on some information
Makes a random prediction without reference to information
Presents ideas (Communication Skills)
Explains ideas clearly and precisely
Explains ideas in a logical, sequential way
Partially explains ideas
Has difficulty explaining ideas
* 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 (What’s hard for me): − Action
• Strength to enhance: − Action
66 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC FAMILY TREASURES OF THE PAST
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Organizes information (C4.1.3)
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 interpretable
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Supports and presents conclusions (C6.1.3)
Uses technology in a skillful, effective way to support and present conclusions in a clear and convincing manner
Uses technology to present conclusions supported with plausible reasons
Uses technology to present conclusions, but does not support conclusions effectively
Uses technology in a way that does not communicate or support conclus ions
Makes prediction (C7.1.4)
Makes an insightful prediction based on significant information
Makes a reasonable prediction based on a variety of information
Makes a questionable prediction that is not based on the information
Makes a random prediction without reference to information
* 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 67 ©Alberta Learning, Alberta, Canada 2003
Division 2 Curriculum and Assessment Matrix
Assessment ICT Outcomes
Advertising Campaign ELA.01
Colonizing Mars
ELA.02
Dealing with Public Issues
MA.01
It’s Time for a Vacation MA.02
Peak Performance
SC.01
C1 Access, use and communicate information
C1.2.1, C1.2.2
C1.2.1, C1.2.2
C1.2.2
C1.2.1, C1.2.2
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
C5.2.3
C6 Investigate and solve problems
C6.2.2, C6.2.4,
C6.2.5, C6.2.6
C6.2.2,
C6.2.3, C6.2.4
C6.2.4, C6.2.5
C7 Use electronic research techniques
C7.2.2
C7.2.1, C7.2.2
C7.2.1
Assessment
ICT Outcomes
Managing Our Forests
SC.02
Virtual Journey
SS.01
Deciding to Trade with
Canada SS.02
Who Done It?
ELA.SC.01 C1 Access, use and communicate information
C1.2.1, C1.2.2
C1.2.1, C1.2.2
C1.2.1, C1.2.2
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
C5.2.1
C6 Investigate and solve problems
C6.2.2, C6.2.3,
C6.2.5, C6.2.7
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
C7.2.1, C7.2.2
68 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Grade 6: ENGLISH LANGUAGE ARTS (ELA.01)
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. Description
1.1 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
1.2 Combine ideas use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and shape understanding
4.3 Enhance presentation emphasize key ideas and information to enhance audience understanding and enjoyment
5.2.2 Cooperate with others identify and participate in situations and projects in which group work enhances learning and results
ICT OUTCOMES
No. Description
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
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 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.
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 69©Alberta Learning, Alberta, Canada 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.• 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 folderand 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 avariety 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
70 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
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 other’s 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 Assessment Task
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 71 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
ENGLISH LANGUAGE ARTS RUBRIC ADVERTISING CAMPAIGN
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Clarifies and shapes ideas in a group (1.2)
Clarifies and shapes understanding through effective and extensive collaboration with others
Clarifies and shapes understanding through helpful and ample collaboration with others
Extends understanding through sufficient collaboration with others
Develops incomplete understanding through minimal collaboration with others
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Participates in and contributes to group work (5.2.2)
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
Contributes to group to develop a simple advertising strategy
Participates only when encouraged, makes minimal contribution to the development of an advertising strategy
Creates advertisements (1.1)
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 (4.3)
Communicates key ideas and information convincingly during the presentation that engages and holds the interest of the audience
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 (What’s hard for me): − Action
• Strength to enhance: − Action
72 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC ADVERTISING CAMPAIGN
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.2.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Creates folder and organizes information (C1.2.2, C5.2.2)
Organizes information efficiently in an electronic folder enabling easy access by group members
Organizes information in an electronic folder enabling access by group members
Information is somewhat disorganized within an electronic folder making it awkward for group members to access it
Information is disorganized within an electronic folder making it difficult for group members to access it
Creates multimedia presentation (C1.2.2, C5.2.1)
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 some visual images, sounds or animated images to sell 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 73 ©Alberta Learning, Alberta, Canada 2003
Grade 6: ENGLISH LANGUAGE ARTS (ELA.02)
COLONIZING MARS Students will compose and present a science fiction story using a multimedia presentation.
ENGLISH LANGUAGE ARTS OUTCOMES
No. Description
1.2.2 Combine ideas use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and shape understanding
2.1.1 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
2.2.3 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
2.4.1
Generate ideas choose life themes encountered in reading, listening and viewing activities, and in own experiences, for creating oral, print and other media texts
2.4.3 Structure texts determine purpose and audience needs to choose forms, and organize ideas and details in oral, print and other media texts
3.2.1 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
3.4.1 Share ideas and information select appropriate visuals, print and/or other media to inform and engage the audience
4.2.2 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. Description
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
C4.2.2 organize information, using such tools as databases, spreadsheets or electronic webbing
C7.2.2 use selected presentation tools to demonstrate connections among various pieces of information
74 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2)2003 ©Alberta Learning, Alberta, Canada
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 Space—founded in 1980 at MIT and Princeton University)
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 75 ©Alberta Learning, Alberta, Canada 2003
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. Conduct 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 Assessment Task
76 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ENGLISH LANGUAGE ARTS RUBRIC COLONIZING MARS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (3.2.1)
Efficiently accesses and retrieves relevant inf ormation from several sources
Selectively accesses and retrieves relevant information from several sources
Accesses and retrieves both relevant and irrelevant information from sources provided
Accesses, but is unable to retrieve, relevant information f rom sources provided
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (1.2.2, 2.1.1, 2.2.3)
Organizes significant information into purposeful categories using a graphic organizer
Organizes topical information into appropriate categories using a graphic organizer
Places information into topical categories using a graphic organizer
Places incomplete, irrelevant information into preset categories using a graphic organizer
Composes story (2.4.1, 2.4.3)
Composes original and compelling story with rich supporting details
Composes original story with supporting details
Composes simple and predictable story with few supporting details
Composes incomplete, uninteresting or disjointed story
Uses conventions (4.2.2)
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 writer’s intended meaning
Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation errors are evident and interfere significantly with writer’s intended meaning
Presents story (3.4.1)
Presents story that engages and holds the interest of the audience
Presents story that communicates to 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 77 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
ICT RUBRIC COLONIZING MARS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.2.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (C1.2.2, C4.2.2)
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer
Places information into topical categories using an electronic graphic organizer
Places incomplete, irrelevant information into preset categories using an electronic graphic organizer
Creates multimedia presentation (C1.2.2, C7.2.2)
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 audience; 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 single-dimension 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 (What’s hard for me): − Action
• Strength to enhance: − Action
78 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Grade 6: MATHEMATICS (MA.01)
DEALING WITH PUBLIC ISSUES Students will develop and implement a plan for the collection and display of data gathered from a survey about a controversial issue, and make recommendations using a multimedia presentation.
MATHEMATICS OUTCOMES: Statistics and Probability (Data Analysis)
No. Description
SO1 formulate questions for possible investigation, given a context
SO2 identify appropriate data sources: first-hand, second-hand and combination
SO3 select and use appropriate methods of collecting data: designing and using structured questionnaires, experiments, observations, electronic networks
SO4 select and defend the choice of an appropriate sample or population to be used to answer a question
SO5 discuss how collected data are affected by the nature of the sample, the method of collection, the sample size and biases
SO6 display data by hand or by computer in a variety of ways, including: histograms, double bar graphs, stem and leaf plots
SO8 describe the general distribution of data using: smallest and largest value, frequency, value in the middle, patterns and quartiles
SO9 analyze sets of data to make comparisons
ICT OUTCOMES
No. Description
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
C2.2.1 seek responses to inquiries from various authorities through electronic media
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
C5.2.3 extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and e-mail
C6.2.2 use data gathered from a variety of electronic sources to address identified 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
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
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 79 ©Alberta Learning, Alberta, Canada 2003
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?
80 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
DEALING WITH PUBLIC ISSUES Governing agencies are often asked to make decisions about controversial issues. Before they take action, they try to explore as many different sides of the issue as possible and solicit opinions from a wide variety of sources. Careful data collection and analysis help people make informed decisions. The local school board or municipal council is concerned about a controversial issue and has contracted you, as a pollster, to conduct a survey of school and community members. Research the issue thoroughly and use the data you collect to support your recommendations. 1. Identify an issue within your community. Clarify your own opinion on the issue. 2. Design a survey, questionnaire or interview to gather information on the issue.
• Before asking for input, record your personal opinions. • Formulate questions that elicit clear and specific responses.
3. Obtain answers for your survey, questionnaire or interview.
• Tools, such as the Internet, e-mail, telephones or fax machines, will help you gather information. Or, pose questions to at least three different communities or groups.
4. Organize and analyze your data.
• Using a spreadsheet, display the results in a format that is appropriate for the data.
• Analyze the data to determine all points of view on the issue. 5. Reflect upon your original opinion. On the basis of what you have learned, make
recommendations to the school board or municipal council in a convincing manner, using a multimedia presentation. Include supporting documentation.
Student Assessment Task
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 81 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
MATHEMATICS RUBRIC DEALING WITH PUBLIC ISSUES
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Formulates questions (SO1)
Formulates relevant research questions that lead to the gathering of insightful information
Formulates reasonable research questions that lead to the gathering of helpful information
Formulates simple research questions that lead to gathering of basic information
Formulates incomplete or vague questions that lead to the gathering of little, if any, helpful information
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Accesses and retrieves information (SO2, SO3, SO4, SO5)
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 data (SO6)
Displays collected data in a manner that is accurate and easy to interpret
Displays collected data in a manner that is accurate and interpretable
Displays collected data in a manner that is unorganized and has minor errors, but is interpretable
Displays data that misrepresents information collected and is not interpretable
Analyzes data (SO9)
Interprets findings accurately and insightfully to support valid and significant recommendations
Interprets findings accurately to support reasonable recommendations
Interprets findings to provide partial support for recommendations
Interprets findings in a way that does not support recommendations
Presents findings (SO8)
Explains and discusses clearly, precisely and convincingly, data collection methods, findings and recommendations
Explains and discusses 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 (What’s hard for me): − Action
• Strength to enhance: − Action
82 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC DEALING WITH PUBLIC ISSUES
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C2.2.1, C3.2.2, C5.2.3, C6.2.6)
Efficiently accesses and retrieves significant information (noting inherent biases) from a variety of suitable authorities, using a variety of communication technologies
Selectively accesses and retrieves appropriate information (noting biases exist) from suitable authorities, using selected communication technologies
Accesses and retrieves information (may recognize biases) from provided resources, using given communication technologies
Accesses, but is unable to retrieve, relevant information (fails to recognize biases) from provided resources
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes data (C1.2.2, C6.2.2, C6.2.4, C6.2.5, C7.2.1)
Uses spreadsheet to effectively organize significant data from a variety of viewpoints that is clearly summarized for accurate problem solving
Uses spreadsheet to organize detailed data from a variety of viewpoints that is interpretable for accurate problem solving
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 multimedia presentation (C1.2.2, C7.2.2)
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
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 single-dimension 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 83 ©Alberta Learning, Alberta, Canada 2003
Grade 6: MATHEMATICS (MA.02)
IT’S TIME FOR A VACATION Students will create three detailed proposals showing possible itineraries for a seven-day trip. Each proposal will be within a specified budget and will take into account a number of factors. Students will organize this information in such a way as to allow easy comparison by a client.
MATHEMATICS OUTCOMES
No. Description Statistics and Probability: Data Analysis
SO3 select and use appropriate methods of collecting data: designing and using structured questionnaires, experiments, observations, electronic networks
SO9 analyze sets of data to make comparisons
Number: Number Operations
SO12 solve problems that involve arithmetic operations on decimals to thous andths, using appropriate technology (2-digit whole number multipliers and dividers)
SO14 use a variety of methods to solve problems with multiple solutions
ICT OUTCOMES
No. Description
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
C4.2.2 organize information, using such tools as databases, spreadsheets or electronic webbing
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 among ideas and information in a problem -solving environment
C6.2.4 solve problems, using numerical operations and such tools as calculators and spreadsheets
C7.2.1 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.
84 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
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.
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 85 ©Alberta Learning, Alberta, Canada 2003
IT’S TIME FOR A VACATION A client of your travel agency and a friend want to go on a seven-day vacation. They want the best value for the dollar! Be sure to consider the age and gender of the client and friend when planning entertainment and recreational activities. They have provided you with the following criteria: • $2000 each to spend on the entire seven-day trip, including the cost of
transportation • the destination must have a December daytime average temperature of +25°
Celsius or higher • they want to be able to choose from at least three different packages. 1. Create three proposals without going over the spending limit. Each proposal must
include: • a detailed itinerary; e.g., destination, travel dates, flights, accommodation • transportation costs to and from the destination • total cost of accommodations for six nights • a selection of affordable restaurants and a food budget for six days • transportation costs at the destination; e.g., car rental, public transportation • major recreational and entertainment activities available in the area and their
costs. 2. Organize and present the information so that your client can easily compare the
three proposals. Recommend one of the three proposals and provide reasons for your choice.
Student Assessment Task
86 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
MATHEMATICS RUBRIC IT’S TIME FOR A VACATION
The specified number of proposals must be provided.
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Collects data (SO3)
Efficiently accesses and retrieves pertinent information from a wide variety of sources
Accesses and retrieves relevant information from many sources
Accesses and retrieves appropriate inf ormation from sources provided
Accesses and retrieves little appropriate information from sources provided
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Performs calculations (SO3, SO12)
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
Makes significant errors and gives little attention to client criteria
Interprets results (SO9, SO14)
Provides logical and insightful recommendations that are persuasive and supported by the data
Provides logical recommendations that are supported by the data
Provides reasonable recommendations that are partially supported by the data
Provides recommendations that are not 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 87 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
ICT RUBRIC IT’S TIME FOR A VACATION
The specified number of proposals must be provided.
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.2.1, C6.2.2)
Efficiently accesses and retrieves relevant information from several electronic sources
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (C1.2.2, C4.2.2)
Uses technology to organize significant information
Uses technology to organize information
Uses technology to place information into pre-set categories
Uses technology to place some information into pre-set categories
Performs calculations (C6.2.4)
Performs necessary calculations accurately and purposefully
Performs necessary calculations accurately
Performs calculations; errors exist
Significant calculation errors are present
Designs and communicates findings (C7.2.1, C6.2.3)
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 (What’s hard for me): − Action
• Strength to enhance: − Action
88 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Grade 6: SCIENCE (SC.01)
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. Description
6–5.7 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
6–6.3 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
6–6.4 recognize the importance of stability and control to aircraft flight, and design, construct and test control surfaces
ICT OUTCOMES
No. Description
C1.2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)
C4.2.2 organize information, using such tools as databases, spreadsheets or electronic webbing
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
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/K-
12/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/
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 89 ©Alberta Learning, Alberta, Canada 2003
• 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).
90 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
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 Assessment Task
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 91 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
SCIENCE RUBRIC PEAK PERFORMANCE
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Makes predictions (6–6.4, 6–5.7)
Shows insightful understanding of the problem by making pertinent predictions that can be researched and tested
Shows clear understanding of the problem by making reasonable predictions that can be researched and tested
Shows partial understanding of the problem by making predictions that may be difficult to research or test
Shows minimal understanding of problem by making predictions that cannot be tested
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Designs and carries out a plan (6–5.7)
Sets up and carries out a procedure that provides complete, relevant and accurate data, and a workable model
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 experiments (6–6.3)
Conducts exhaustive trials to provide complete, valid and accurate data about the effects of adaptations
Conducts sufficient trials for a fair test, and provides relevant and accurate data about the effects of adaptations
Conducts simple tests that provide incomplete data about the effects of adaptations
Conducts tests that provide little data about adaptations
Identifies alternatives and evaluates effects (6–6.4)
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
Does not use data or observations to explain design adaptations
* 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 (What’s hard for me): − Action
• Strength to enhance: − Action
92 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC PEAK PERFORMANCE
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.2.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes data (C4.2.2, C6.2.4, C6.2.5)
Makes efficient use of a spreadsheet tool to organize alternatives for glider design
Makes use of a spreadsheet tool to organize alternatives for glider design
Accesses a simple spreadsheet format 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 93 ©Alberta Learning, Alberta, Canada 2003
Grade 6: SCIENCE (SC.02)
MANAGING OUR FORESTS Students will examine forest management issues and perspectives, and identify and support a policy recommendation for the effective use of a forested area.
SCIENCE OUTCOMES (Topic E: Trees and Forests)
No. Description
6–10.1 identify reasons why trees and forests are valued
6–10.5 identify human use of forests, and compare modern and historical patterns of use
6–10.9 identify human actions that enhance or threaten the existence of forests
6–10.10 identify an issue regarding forest use, identify different perspectives on that issue, and identify actions that might be taken
Skills Problem Solving through Technology: Reflect and Interpret identify positive and negative impacts that may arise and potential risks that need to be monitored
ICT OUTCOMES
No. Description
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
C2.2.1 seek responses to inquiries from various authorities through electronic media
C3.2.1 identify and distinguish points of view expressed in electronic sources on a particular topic
C4.2.2 organize information, using such tools as databases, spreadsheets or electronic webbing
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 among ideas and information in a problem -solving environment
C6.2.5 solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology
C6.2.7 generate alternative solutions to problems by using technology to facilitate the process
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
94 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
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.
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 95 ©Alberta Learning, Alberta, Canada 2003
MANAGING OUR FORESTS “Species and ecosystems are being destroyed at a rapid pace, and future climate changes will accelerate these losses. Fortunately, by reforestation and other strategies to protect biodiversity, we can also help to reduce net greenhouse gas emissions (by absorbing carbon dioxide from the atmosphere).” – Kofi Annan, Secretary General of the United Nations 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 group—environmentalists, forest industry and recreational users—in 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 Assessment Task
96 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
SCIENCE RUBRIC MANAGING OUR FORESTS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (Skills)
Efficiently accesses and retrieves relevant information from a wide variety of sources representing diverse perspectives about forestry management
Accesses and retrieves relevant information from several sources representing perspectives about forestry management
Accesses and retrieves relevant information from a few sources representing more than one perspective about forestry management
Accesses and retrieves information from few sources representing a singular perspective about forestry management
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Identifies and describes perspectives (6–10.1, 6–10.5, 6–10.9, 6–10.10)
Identifies a variety of perspectives and describes each one in detail
Identifies different perspectives and describes each one
Identifies few perspectives and describes each one
Identifies a single perspective and describes it
Evaluates alternatives and recommends action (6–10.10)
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
Communicates recommendation (Skills)
Presents a persuasive argument to support an insightful, logical recommendation
Presents a logical argument to support a recommendation
Presents an argument to support a recommendation
Presents little or no argument for a 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 97 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
ICT RUBRIC MANAGING OUR FORESTS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.2.1, C2.2.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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 sources provided
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Solves problem (C3.2.1, C4.2.2, C6.2.2, C6.2.3, C6.2.5, C6.2.7, C7.2.1)
Insightfully , accurately and effectively provides solution to forestry management problem by sorting, organizing and classifying data, using a technology tool
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
Communicates recommendation (C1.2.2, C7.2.2)
Uses technology effectively to create a highly visual, practical recommendation that is persuasive and engages the audience
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 (What’s hard for me): − Action
• Strength to enhance: − Action
98 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Grade 6: SOCIAL STUDIES (SS.01)
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. Description
Knowledge demonstrate an understanding of the ways in which physical, social and psychological needs are met, have varied over time and from place to place
Process Skills • 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
Communication Skills
• 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
ICT OUTCOMES
No. Description C4.1.2 formulate new questions as research progresses (This Division 1 outcome is applicable to the task.)
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
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
C6.2.2 use data gathered from a variety of electronic sources to address identified problems
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 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.
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 99©Alberta Learning, Alberta, Canada 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.• 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/
100 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
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 Assessment Task
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 101 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
SOCIAL STUDIES RUBRIC VIRTUAL JOURNEY
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Locates information (Process Skills)
Selects and organizes specific, comprehensive information related to the theme
Selects and organizes information related to the theme
Selects and organizes information partially related to the theme
Selects irrelevant or inaccurate information related to the theme and organizes it in an illogical manner
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Synthesizes information (Process Skills and Communication Skills)
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
Partially synthesizes information to present an incomplete theme
Demonstrates understanding (Knowledge)
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 (What’s hard for me): − Action
• Strength to enhance: − Action
102 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC VIRTUAL JOURNEY
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Designs and follows a plan (C4.2.1)
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
Designs and follows a workable plan and schedule making revisions as needed based on relevant research questions focused on Ancient Greek civilization
Designs a general plan and schedule focused on Ancient Greek civilization
Designs an incomplete or impractical plan based on vague questions that is difficult to follow
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Formulates new questions as research progresses (C4.1.2)
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
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
Accesses and retrieves information (C1.2.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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 information (C1.2.2, C4.2.2, C6.2.2, C7.2.1)
Organizes and synthesizes significant information into logical categories using an electronic organizer
Organizes and synthesizes information into categories using an electronic organizer
Places information into pre-set categories using an electronic organizer
Places minimal information into pre-set categories using an electronic organizer
Creates multimedia presentation (C1.2.2, C7.2.2)
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 single-dimension 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 103 ©Alberta Learning, Alberta, Canada 2003
Grade 6: SOCIAL STUDIES (SS.02)
DECIDING TO TRADE WITH CANADA Students will examine the social issues that may arise from China venturing to trade with Canada and prepare a multimedia presentation for Chinese businessmen.
SOCIAL STUDIES OUTCOMES (Topic C: China: A Pacific Rim Nation)
No. Description
Knowledge demonstrate understanding that nations in the world are becoming increasingly interdependent.
Process Skills
• 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
Communication Skills
• 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
ICT OUTCOMES
No. Description
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
C2.2.1 seek responses to inquiries from various authorities through electronic media
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
C4.2.1 design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan as necessary
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 among ideas and information in a problem -solving environment
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
104 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2)2003 ©Alberta Learning, Alberta, Canada
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.htmSelect countries—an easy-to-use, two-step database that allows you to view and compare themost 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.htmlCIA—World Factbook
− http://www.kn.pacbell.com/wired/China/index.htmlSix Paths To China—6 Strategies For Using The Web For Learning
− http://www.chinaembassycanada.org/eng/c3098.htmlEmbassy of the People’s Republic of China in Canada—Includes links to the Chinese ConsulateGeneral in Calgary with phone/fax numbers and address
− http://www.tcm-mec.gc.ca/China/menu-e.aspDepartment of Foreign Affairs and International Trade—Team Canada 2001 (Beijing, Shanghai,Hong Kong)
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 105 ©Alberta Learning, Alberta, Canada 2003
DECIDING TO TRADE WITH CANADA Modern China has been reluctant to open its borders to western cultures. In order to preserve their family structure, cultural traditions and economic systems, the people of China have tried to minimize what they see as the detrimental influences of western consumerism and democracy. However during the 1990s, western business people and government representatives, such as Team Canada, have made several trade missions to China to develop relationships with Chinese businesses and people. China is now interested in establishing more communication and trade with Canada, but there are still concerns about the impact on Chinese society. As a member of the next Canada-China Trade Mission, prepare a presentation for the inaugural meeting with Chinese businessmen. This report is intended to encourage the Chinese people to engage in a positive trading relationship with Canada. Provide an analysis of the following social issues that may arise from China’s venture into trading with Canada. • How might Chinese society be affected by increases in trade and communication
with Canada and Pacific Rim countries? • What can China learn from Canada through increased trade and interaction, and
vice-versa? • How will increased communication and trade between Canada and China influence
the lifestyles and traditions of both countries? 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 Assessment Task
106 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
SOCIAL STUDIES RUBRIC DECIDING TO TRADE WITH CANADA
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (Process Skills)
Efficiently accesses and retrieves specific, comprehensive information related to the issue
Accesses and retrieves information related to the issue
Accesses and retrieves information partially related to the issue
Accesses and retrieves irrelevant or inaccurate information related to the issue
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Synthesizes information (Process Skills and Communication Skills)
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
Partially synthesizes information to present an incomplete issue
Demonstrates understanding (Knowledge)
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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 107 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
ICT RUBRIC DECIDING TO TRADE WITH CANADA
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Designs and follows a plan (C4.2.1)
Designs an efficient, flexible plan and schedule, making revisions as needed
Designs a workable plan and schedule, making revisions as needed
Designs a general plan and schedule making few, if any, revisions
Designs an incomplete or impractical plan
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Accesses and retrieves information (C1.2.1, C2.2.1)
Efficiently accesses and retrieves information from several electronic sources
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 information (C1.2.2, C6.2.2, C6.2.3, C7.2.1)
Organizes and synthesizes significant information into logical categories using an electronic organizer
Organizes and synthesizes information into categories using an electronic organizer
Places information into pre-set categories using an electronic organizer
Places little, if any, information into pre-set categories using an electronic organizer
Evaluates information (C3.3.2)
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
Evaluates sources through little or no application of criteria
Creates multimedia presentation (C1.2.2, C7.2.2)
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
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
Creates a single-dimension 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 (What’s hard for me): − Action
• Strength to enhance: − Action
108 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Grade 6: ENGLISH LANGUAGE ARTS and SCIENCE (ELA.SC.01)
WHO DONE IT? Students will create an original story describing a crime that has been committed without revealing who the criminal is and present the story to other writers, challenging them to identify the criminal from a database.
ENGLISH LANGUAGE ARTS OUTCOMES
No. Description
2.4.2
Elaborate on the expression of ideas use literary devices to create particular effects
2.4.3 Structure texts determine purpose and audience needs to choose forms, and organize ideas and details in oral, print and other media texts
3.1.2 Determine information needs decide on and select the information needed to support a point of view
3.3.1
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
3.3.3 Evaluate information evaluate the appropriateness of information for a particular audience and purpose
4.3.2 Enhance presentation emphasize key ideas and information to enhance audience understanding and enjoyment
SCIENCE OUTCOMES
No. Description
6.1 design and carry out an investigation in which variables are identified and controlled
6.2 recognize the importance of accuracy in observation and measurement; and apply suitable methods to record, compile, interpret and evaluate observations
6.8 apply observation and inference skills to recognize and interpret patterns
ICT OUTCOMES
No. Description
C4.2.2 organize information, using such tools as databases, spreadsheets or electronic webbing
C5.2.1 retrieve data from available storage devices, such as shared folders, to which groups have contributed
C6.2.1 select and use technology to assist in problem solving
C6.2.5 solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 109 ©Alberta Learning, Alberta, Canada 2003
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.
110 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
WHO DONE IT? “Every man at the bottom of his heart believes that he is a born detective.” – British author and statesman John Buchan (1875–1940), quoted in The Power-House, Chapter 2, 1916
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 your written story. Present your story to other writers in the Crime Writers Guild, challenging them to identify the criminal from the database.
Student Assessment Task
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 111 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
ENGLISH LANGUAGE ARTS RUBRIC WHO DONE IT?
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Identifies information (3.1.2)
Identifies information required to present an idea; adds information to enhance this idea
Identifies information required to present an idea
Identifies most information required to present an idea
Identifies little, if any, information required to present an idea
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes and evaluates information (3.3.1, 3.3.3)
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
Creates story (2.4.2, 2.4.3)
Uses a wide variety of literary devices to skillfully create particular effects; ideas and details within the text are clearly written and complete
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 (4.3.2)
Presents story that engages and holds the interest of the audience
Presents story that communicates to 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 (What’s hard for me): − Action
• Strength to enhance: − Action
112 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
SCIENCE RUBRIC WHO DONE IT?
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Designs strategy (6.1)
Designs an efficient, workable strategy that identifies and controls all variables
Designs a workable strategy that identifies and controls most variables
Designs a workable strategy that identifies and controls some variables
Designs a strategy that is impractical, and identifies and controls few, if any, variables
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Records and organizes data (6.2)
Organizes data that is accurate and easy to interpret
Organizes data that is interpretable
Organizes data with some inconsistencies, but is interpretable
Organizes data that has many errors and is not interpretable
Interprets evidence (6.8)
Provides an insightful explanation that is logical and supported by the evidence
Provides an explanation that is supported by the evidence
Provides an explanation that is partially supported by the evidence or does not make reference to the evidence
Provides an incomplete or unreasonable explanation that is not supported by 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix C, Division 2 / 113 ©Alberta Learning, Alberta, Canada 2003
Student ___________________________________
ICT RUBRIC WHO DONE IT?
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Retrieves information (C5.2.1)
Retrieves complete and relevant information from class database
Retrieves most relevant information from class database
Retrieves some information from class database
Retrieves little or no information from class database
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes data (C4.2.2)
Organizes data electronically that is accurate and easy to interpret
Organizes data electronically that is interpretable
Organizes data electronically that has minor errors, making interpretation difficult
Organizes data electronically that has many errors and is not interpretable
Records data (C6.2.1)
Consistently records data in an organized, skillful, accurate manner
Records data in an organized, accurate manner
Records data, but organization is lacking and inaccuracies are evident
Records little, if any relevant data
Solves problem (C6.2.5)
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 a partial solution to a 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 (What’s hard for me): − Action
• Strength to enhance: − Action
114 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Div. 1 and Div. 2) Appendix D / 115 ©Alberta Learning, Alberta, Canada 2003
Appendix D
Sample Student Self-reflection Tools7 The following tools can be used to encourage students to self-reflect. Select one to use with your students.
Progress Self-reflection Name ______________________ Date ___________________ Task _______________________________________________
The steps I have completed in this task include
The steps I still have to complete include
Stumbling Blocks Self-reflection
Name ____________________ Date ___________________
Task _____________________________________________
Something I did not understand about this task was
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.
116 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Now What? Self-reflection Name ______________________ Date _________________ Task _____________________________________________ Something I am going to change/correct/add/remove from this task is
Learning Self-assessment
Name _______________________ Date ________________ Task _____________________________________________
One concept I have learned from this task is
This piece of work demonstrates that I can
Check (list the criteria)
(list the criteria)
(list the criteria)
I can improve my work by
Information and Communication Technology (Div. 1 and Div. 2) Appendix D / 117 ©Alberta Learning, Alberta, Canada 2003
My Changing Goals Self-assessment Name ______________________ Date __________________ Task _____________________________________________ After reviewing this task, I would now like to achieve (define revised goals).
I would like to do this because (explanation).
118 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Div. 1 and Div. 2) Appendix E, Division 1 / 119 ©Alberta Learning, A lberta, Canada 2003
Appendix E
Student Profiles
Division 1 Name: Subject: Grade: Reporting Date:
Division 1 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: 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
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
120 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Division 1 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix E, Division 1 / 121 ©Alberta Learning, A lberta, Canada 2003
Division 1 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
122 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Division 2 Name: Subject: Grade: Reporting Date:
Division 2 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix E, Division 2 / 123 ©Alberta Learning, Alberta, Canada 2003
Division 2 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
124 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Division 2 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Div. 1 and Div. 2) Appendix E, Division 2 / 125 ©Alberta Learning, Alberta, Canada 2003
Division 2 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
126 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Div. 1 and Div. 2) Glossary / 127 ©Alberta Learning, Alberta, Canada 2003
Glossary
Achievement a student’s demonstration of knowledge, skills and attitudes relative to grade
level curriculum standards
Assessment collecting information on student achievement and performance to improve student learning
Contextualize 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
Evaluation judgement regarding the quality, value or worth of a response
Formative Assessment
ongoing assessment providing information to guide instruction and improve student performance
Performance the quality of a student’s demonstration of the learner outcomes
Performance Assessment
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
Reliability consistency of assessment results
Rubric a fixed measurement scale and list of criteria that describe the quality of products or performances used to evaluate a student’s performance
Standard expected level of performance in relation to a specified curriculum outcome for a division or grade
Student Profile a chart that illustrates both the outcomes that have been taught and the student’s level of performance
Summative Assessment
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
Validity appropriateness, adequacy and truthfulness of interpretations made from assessment information based on learner outcomes
128 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Div. 1 and Div. 2) References / 129 ©Alberta Learning, Alberta, Canada 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, 2000–2003. 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. 658–660. Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York, NY: BasicBooks, 1993. Goodrich, Heidi. “Understanding Rubrics.” Educational Leadership 54, 4 (1996), pp. 14–17. Gregory, Kathleen, Caren Cameron and Anne Davies. Knowing What Counts, Book One—Setting 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 Two—Self-
Assessment and Goal Setting: For Use in Middle and Secondary School Classrooms. Merville, BC: Connections Publishing, 2000b.
130 / Classroom Assessment Tool Kit Information and Communication Technology (Div. 1 and Div. 2) 2003 ©Alberta Learning, Alberta, Canada
Guskey, Thomas R. “Reporting on Student Learning: Lessons from the Past—Prescriptions for the Future.” In Thomas R. Guskey (ed.), Communicating Student Learning: 1996 ASCD Yearbook (Alexandria, VA: Association for Supervision and Curriculum Development, 1996), pp. 13–24.
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 Educator’s 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.
CLASSROOM ASSESSMENT TOOL KIT
2003
Grades 7–9
the Information and Communication Technology (ICT)
Program of Studies
For
CLASSROOM ASSESSMENT TOOL KIT
For the Information and Communication Technology (ICT)
Program of Studies
Division 3
ALBERTA LEARNING CATALOGUING IN PUBLICATION DATA Alberta. Alberta Learning. Learning and Teaching Resources Branch.
Classroom assessment tool kit for the Information and Communication Technology (ICT) program of studies : grades 7–9. ISBN 0–7785–2533–3 1. Educational tests and measurements – Alberta. 2. Grading and marking (students). 3. Educational evaluation – Alberta. I. Title. LB3051.A333 2003 371.26 For further information, contact:
Learning and Teaching Resources Branch 44 Capital Blvd10044 – 108 St. NW, Suite 800Edmonton, AB T5J 5E6 Telephone: 780–427–2984 in Edmonton or toll-free in Alberta by dialing 310–0000 Fax: 780–422–0576
This resource is intended for:
Teachers 3 Technology Coordinators 3 Administrators 3 Parents Stakeholders Others
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 Stakeholder Technology Branch Bonnie Brooks Stakeholder Technology Branch Joe Friesenhan Information and Technology ManagementRaja Panwar Curriculum Branch Phil Campbell Learner Assessment Branch Teddy Moline Learning and Teaching Resources Branch Denise Stocco French Language Services Branch Document Production Unit Learning and Teaching Resources Branch
Writing Team Doug Knight, Project Manager Knight Research and Consulting Services Barry Allen Chinook’s Edge School Division No. 73 Carol Caulfield Parkland School Division No. 70 Barry Edgar Edmonton School District No. 7 Dave Erickson Peace River School Division No. 10 Elizabeth Fargey Red Deer School District No. 104 Jennifer MacLean Edmonton Catholic Separate School District No. 7 Kyla Popik Foothills School Division No. 38 Martina Schmidt Science Alberta Charter School Cliff Sosnowski Edmonton Catholic Separate School District No. 7 Priscilla Theroux Calgary Roman Catholic Separate School District No. 1 Joni Turville St. Albert Protestant Separate School District No. 6 Sandra Unrau Calgary School District No. 19 Evie Van Scheik Wolf Creek School Division No. 72 Nancy Weber Edmonton School District No. 7
Revision Team Robert Hogg, Coordinator Alberta Assessment Consortium (AAC) Dale Armstrong, Coordinator J.D. Armstrong Consulting Sherry Bennett S.R. Bennett Consulting Alanna Cellini Student, University of Alberta, Faculty of Education Carol French Student, University of Alberta, Faculty of Education Linda Glasier Student, University of Alberta, Faculty of Education Bette Gray Parkland School Division No. 70 Donna Griffin Elk Island Public Schools Regional Division No. 14 Laurie Hawley Parkland School Division No. 70 Gary Heck Heck Leadership and Consulting Services, Inc. Sharon Horne Golden Hills School Division No. 75 Carol Anne Inglis Edmonton School District No. 7 Dean Jarvey Calgary Roman Catholic Separate School District No. 1 Jaime Johansson Integrity Consulting Daylene Lauman Edmonton School District No. 7 Tanis Marshall Edmonton School District No. 7 Kathy McCabe Edmonton School District No. 7 Anne Mulgrew Edmonton School District No. 7 Robert Smith Parkland School Division No. 70 Priscilla Theroux Calgary Roman Catholic Separate School District No. 1 Joni Turville St. Albert Protestant Separate School District No. 6 Ron Tyler Chinook’s Edge School Division No. 73 Anna Wong Student, University of Alberta, Faculty of Education
Information and Communication Technology (Division 3) Table of Contents / i ©Alberta Learning, Alberta, Canada 2003
Table of Contents Introduction ................................................................................................................................. 1 Guiding Principles ........................................................................................................................ 7 Principle 1: Assessment should be continuous ...................................................................... 7 Principle 2: Assessment should be collaborative .................................................................... 8 Principle 3: Assessment should be comprehensive ................................................................ 8 Principle 4: Assessment should include criteria ...................................................................... 8 Components ................................................................................................................................ 11 Curriculum and Assessment Matrices .................................................................................... 11 ICT Performance Assessments ............................................................................................. 12 Developing Your Own Performance Assessments .................................................................. 14 Criteria for Designing Performance Assessment Tasks ........................................................... 17 Criteria for Designing Rubrics ................................................................................................ 18 Student Self-reflection ........................................................................................................... 19 Sample Student Profile ......................................................................................................... 21 Communicating Student Learning .......................................................................................... 22 Appendices
A. Sample English Language Arts Assessment Task.............................................................. 23 Single Rubric Combining ELA and ICT Outcomes ...................................................... 26 Separate Rubrics for ELA and ICT Outcomes ............................................................ 27
B. Evaluation Tools for ICT Outcome Categories “F” and “P” .................................................. 29 C. Sample Performance Assessment Tasks and Rubrics for ICT Outcome Category “C” ......... 31
D. Sample Student Self-reflection Tools ................................................................................ 61 E. Student Profiles .............................................................................................................. 65
Glossary ...................................................................................................................................... 69 References .................................................................................................................................. 71 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/>.
ii / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Division 3) Introduction / 1 ©Alberta Learning, Alberta, Canada 2003
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, 2000–2003, 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 student’s 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
2 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
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 K–3, 4–6, 7–9 and 10–12)
• 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 23–28 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.
Information and Communication Technology (Division 3) Introduction / 3 ©Alberta Learning, Alberta, Canada 2003
Figure 1 ENGLISH
LANGUAGE ARTS
SOCIAL STUDIES
MATHEMATICS
SCIENCE
OTHER
ICT
4 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Figure 21
1. From the Alberta Assessment Consortium (AAC) (Edmonton, AB, 2001).
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)
Not reported as part of a grade (informal)
Reported as part of a grade (formal)
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)
Summative
Formative
Student profile Personal communication Home response journal Individualized program plan (IPP) Portfolio Student self-reflection Open classroom Celebration of learning Student-led conference
Report card
Information and Communication Technology (Division 3) Introduction / 5 ©Alberta Learning, Alberta, Canada 2003
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, 2000–2003, 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 31–60. Figure 3
Communicating, Inquiring, Decisi on Making
and Problem Solving
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.
C66C77
C55
C44
C33
C22
C11
6 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
“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 29–30. Figure 4
Foundational Operations, Knowledge
and Concepts
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.
Processes for Productivity
Students will compose, revise and edit text.
Students will organize and manipulate data.
Students will communicate through multimedia.
Students will integrate various applications.
Students will navigate and create hyperlinked resources.
Students will use communication technology to interact with others.
P1
P2
P3
P4
P5
P6
F1
F2
F3
F4
F5
F6
Information and Communication Technology (Division 3) Guiding Principles / 7 ©Alberta Learning, Alberta, Canada 2003
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 learning and development.2
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: Assessment should be continuous • Principle 2: Assessment should be collaborative • Principle 3: Assessment should be comprehensive • Principle 4: Assessment should include criteria.
Principle 1: Assessment should be continuous
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.
8 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Principle 2: Assessment should be collaborative
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.
Principle 3: Assessment should be comprehensive
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, gender-
balanced, 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.
Principle 4: Assessment should include criteria
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 student’s performance to another’s. Comparing one student’s proficiencies to another’s 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.
Information and Communication Technology (Division 3) Guiding Principles / 9 ©Alberta Learning, Alberta, Canada 2003
“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 student’s full repertoire of skills and to yield information that is useful for subsequent advice and placement.”
Gardner, 1993, p. 178
“[Assessments should] measure learning outcomes of indisputable importance.”
Popham, 2001, p. 105
10 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Division 3) Components / 11 ©Alberta Learning, Alberta, Canada 2003
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 ELA20–1.01 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
<Title>
ELA20–1.01
<Title>
CHEM20.01
<Title>
PHYS20.02 C1 Access, use and communicate information
C1.4.1
C1.4.2
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
C6.4.1, C6.4.2, C6.4.3, C6.4.4
C6.4.1, C6.4.2, C6.4.4
C6.4.1, C6.4.2, C6.4.4
C7 Use electronic research techniques
C7.4.1, C7.4.2
C7.4.3
C7.4.3
12 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
ICT Performance Assessments
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.
Information and Communication Technology (Division 3) Components / 13 ©Alberta Learning, Alberta, Canada 2003
The following provides an explanation of each performance level of a rubric.3
Level Meaning Commentary
4
Excellent
The student meets the standard of excellence for the grade, demonstrates exemplary performance or understanding, shows creativity.
This is a “Wow!”
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.
This is a “Yes, but…”
1
Limited*
The student is not yet meeting the acceptable standard for the grade and has serious errors, omissions or misconceptions.
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 student’s 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. 48–49.
14 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Developing Your Own Performance Assessments
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 rubrics—what’s working and what’s 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.
Sample Performance Assessment Template
Grade
TITLE
<Insert overview of assessment task here>
<SUBJECT> OUTCOMES No. Description
ICT OUTCOMES No. Description
CRITERIA are evidence that the student has achieved the outcomes
Each student will: • •
Information and Communication Technology (Division 3) Components / 15 ©Alberta Learning, Alberta, Canada 2003
The following templates are for developing student assessment tasks and rubrics.
<TITLE> Student Assessment Task
<description of task> Student ___________________________________
<SUBJECT> RUBRIC <TITLE>
Level
Criteria
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. Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
16 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC <TITLE>
Level
Criteria
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. Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 3) Components / 17 ©Alberta Learning, Alberta, Canada 2003
Criteria for Designing Performance Assessment Tasks4 The following analytic rating scale provides a guide to ensure that important elements are included in performance assessments. It also provides an indicator of the extent to which each element is present.
To what extent does the performance assessment: Fully Partially Not at all
a. establish clear criteria for assessing student learning related to specified learner outcomes —these criteria form the basis for evaluating and communicating student learning—involving students in developing criteria is encouraged
b. assess student performance on high priority and relevant outcomes —what is important for a student to know and be able to do is based on student learning needs and interests together with the priorities of the community, school and jurisdiction
c. establish a meaningful, real-life context (based on issues, problems, themes and/or student interests)
d. require the application of a range of thinking skills or processes
e. contain age- and grade-appropriate activities that are sufficiently challenging
f. provide students with a meaningful/real-life role
g. call for products or performances directed to a specific audience
h. allow for more than one right answer
i. elicit responses that reveal levels of performance rather than simply correct or incorrect answers
j. provide for students of varying ability levels to successfully complete tasks
k. provide for purposeful integration of subject areas
l. provide clear directions for students
m. engage students so their interest and enthusiasm will be sustained
n. merit the time and energy required to complete it
o. provide an evaluation rubric matched with the criteria
p. provide students with the criteria and opportunities to reflect on, self-evaluate and improve their performance?
4. Adapted with permission from the Maryland Assessment Consortium, “Performance Task Rubric” (Linthicum, MD:
Maryland Assessment Consortium, 1994).
18 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Criteria for Designing Rubrics The following analytic rating scale provides a guide to ensure that important elements are included in rubrics. It also provides an indicator of the extent to which each element is present.
Do the rubric descriptors:
Fully
Partly Rarely,
if ever 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?
Information and Communication Technology (Division 3) Components / 19 ©Alberta Learning, Alberta, Canada 2003
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 61–63, to encourage students to think about how they have performed, review what has been learned and set goals for further learning. 5
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 learning—in 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
Strategies to involve students in assessment5 Continual self-reflection throughout performance assessment enables students to assess progress, identify areas of difficulty, define learning and reassess goals. Self-reflection is the key to continued, powerful learning.
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. 30–32.
20 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Developing criteria and/or rubrics5 Students can help:
Ø identify and determine important criteria for a task (use brainstorming and discussions that analyze student samples to develop a critical elements list)
Ø write descriptors in student-friendly language Ø 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)
Ø generate or choose samples that demonstrate or reflect each performance level.
Initiating teacher–student communication5 As teachers move about classrooms during the administration of performance assessments, they should:
Ø provide continual feedback to students Ø observe student progress Ø encourage students to continuously self-assess Ø assist students with difficulties.
Using Pause-and-Think5 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. Ø Share—Turn to a partner and describe what they learned.
Ø Look for proof—Select and comment on a work sample that demonstrates an aspect of their learning.
Ø Connect to criteria—Explain how they have met the criteria.
Ø Relate the learning—Connect current concepts to past learning or find examples of the concepts in other contexts.
Ø Self/Peer assessment—Use the rubric to evaluate their own or another student’s product or performance, and suggest what works, what doesn’t and what’s 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. 30–32.
Information and Communication Technology (Division 3) Components / 21©Alberta Learning, Alberta, Canada 2003
Sample Student Profile
A profile of the various levels of achievement on general ICToutcomes, in the context of core subjects, provides a visual andongoing record of student performance.
• Student profiles are rating scales that may be used to record andcommunicate students’ levels of performance based on “C”category ICT learner outcomes.
• This information could be taken from an ICT scope and sequencedeveloped by the school or jurisdiction. (See www.learning.gov.ab.ca/ict for a document describing how to adapt a scope andsequence framework, and for sample frameworks.)
ICT OUTCOMES: Sample Profile, Division 1
Name: Jamie DoeSubject: English Language ArtsGrade: 3Reporting Date: November 15, 2002
Division 1 Level 4 Level 3 Level 2 Level 1
Excellent(Wow!)
Proficient(Yes)
Adequate(Yes, but…)
Limited(No, but…)
ICT Learner Outcome Date: Date: Date: Date:
C1Students will access, use andcommunicate information from a varietyof technologies.C1.1.1
access and retrieve appropriateinformation from electronic sources fora specific inquiry
October 2002(Grade 3)
June 2002(Grade 2)
C3Students will critically assessinformation accessed through the useof a variety of technologies.C3.1.1
compare and contrast information fromsimilar types of electronic sources
January 2002(Grade 2)
Student Learning Goals
• Area of need (What’s hard for me): Finding information that I need from the Internet− Action June 2002—By 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 2002—I want to find new ways to access information; e.g., discussion forums.
22 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Communicating Student Learning
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 65–68. 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 school’s 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).
Information and Communication Technology (Division 3) Appendix A / 23 ©Alberta Learning, Alberta, Canada 2003
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 27–28 illustrate how ICT outcomes and English language arts outcomes can be evaluated separately.
Grade 6: ENGLISH LANGUAGE ARTS
USING STORIES TO CREATE STORIES
Students will write a new version of a story incorporating elements found in at least two versions of the story. Students will then create a multimedia version of the new story.
ENGLISH LANGUAGE ARTS OUTCOMES
No. Description
2.4.2
Elaborate on the expression of ideas use literary devices, such as imagery and figurative language, to create particular effects
2.4.3 Structure texts determine purpose and audience needs to choose forms, and organize ideas and details in oral, print and other media texts / express the same ideas in different forms and genres; compare and explain the effectiveness of each for audience and purpose
3.1.2 Determine information needs decide on and select the information needed to support a point of view
3.1.3 Plan to gather information develop and follow own plan for accessing and gathering ideas and information, considering guidelines for time and length of investigation and presentation
3.2.1 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
Access information skim, scan and read closely to gather information
3.3.1 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 Record information quote information from oral, print and other media sources
24 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3)2003 ©Alberta Learning, Alberta, Canada
ENGLISH LANGUAGE ARTS OUTCOMES (cont’d)
No. Description
3.4.1 Share ideas and informationselect appropriate visuals, print and/or other media to inform and engage the audience
4.1.3 Enhance legibilityexperiment with a variety of software design elements, such as spacing, graphics, titles andheadings, and font sizes and styles, to enhance the presentation of texts
4.2.2 Attend to spellingedit for and correct commonly misspelled words in own writing, using spelling generalizationsand the meaning and function of words in context
ICT OUTCOMES
No. Description
C1.2.1 access and retrieve appropriate information from the Internet by using a specific search pathor from given uniform resource locations (URLs)
C1.2.2 organize information gathered from the Internet or an electronic source by selecting andrecording the data in logical files or categories; communicate effectively, through appropriateforms, such as speeches, reports and multimedia presentations, applying informationtechnologies that serve particular audiences and purposes
C4.2.2 organize information, using such tools as databases, spreadsheets or electronic webbing
C5.2.1 retrieve data from available storage devices, such as shared folders, to which groups havecontributed
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 ofinformation
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.htmlFolklore, Myth & Legend (from the Children’s Literature Web Guide)
− http://www.cln.org/themes/fairytales.htmlStories, Folklore, and Fairy Tales Theme Page (from the Community Learning Network)
− http://www.qesn.meq.gouv.qc.ca/folklore/index.htmTeaching with Folklore
Information and Communication Technology (Division 3) Appendix A / 25 ©Alberta Learning, Alberta, Canada 2003
USING STORIES TO CREATE STORIES People are storytelling creatures. We make sense of our experience of the world through the stories we tell, and we are drawn to the stories of others. As a young storywriter, you have been hired by a publishing company to create a new version of a story and prepare it for publication. To accomplish this, find and read at least two versions of a myth, folktale or legend that you find engaging. (Use print or Web sources.) Genres you may choose from include: • Greek myths • Chinese folktales • forest lore • space folklore and myths • myths and folklore about flight. Your job is to: • use a graphic organizer (web, chart, Venn diagram) to compare the two story
versions of the myth, folktale or legend you have found • select elements from these two versions • incorporate these elements into a well-written new story by:
− using a storyboard to plan your new version of the tale − creating a multimedia version − presenting your story to representatives from the publishing company.
Student Assessment Task
26 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Single Rubric Combining ELA and ICT Outcomes Student ___________________________________
ENGLISH LANGUAGE ARTS and ICT RUBRIC USING STORIES TO CREATE STORIES
Level
Criteria
4 Excellent
3 Proficient
2 Adequate
1 Limited*
Insufficient/
Blank*
Accesses and retrieves information (3.1.3, 3.2.1, C1.2.1, C5.2.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (3.3.1, C1.2.2, C4.2.2)
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer
Places information into topical 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)
Creates an original, interesting storyboard using the essential requirements of the selected genre
Creates a storyboard using the requirements of the selected genre
Completes a storyboard template based on the requirements of the selected genre
Completes a storyboard template by placing events and ideas randomly
Composes story (2.4.2, 2.4.3)
Composes original, compelling story with rich supporting details
Composes original story with supporting details
Composes simple, predictable story with few supporting details
Composes incomplete, uninteresting or disjointed story
Uses conventions (4.2.2)
Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writer’s intended meaning
Presents story (3.4.1, 4.1.3, C7.2.2)
Creates a multimedia presentation that engages and holds the interest of the audience
Creates a multimedia presentation that communicates to the audience
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
Creates a single-dimension 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 3) Appendix A / 27 ©Alberta Learning, Alberta, Canada 2003
Separate Rubrics for ELA and ICT Outcomes Student ___________________________________
ENGLISH LANGUAGE ARTS RUBRIC USING STORIES TO CREATE STORIES
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (3.1.3, 3.2.1)
Efficiently accesses and retrieves relevant information from several sources
Selectively accesses and retrieves relevant information from sources provided
Accesses and retrieves both relevant and irrelevant information from sources provided
Accesses, but is unable to retrieve, relevant information from sources provided
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (3.3.1)
Organizes significant information into purposeful categories using a graphic organizer
Organizes topical information into appropriate categories using a graphic organizer
Places information into topical categories using a graphic organizer
Places incomplete, irrelevant inf ormation into pre-set categories using a graphic organizer
Creates storyboard (3.1.2)
Creates an original, interesting storyboard using the essential requirements of the selected genre
Creates a storyboard using the requirements of the selected genre
Completes a storyboard template based on the requirements of the selected genre
Completes a storyboard template by placing events and ideas randomly
Composes story (2.4.2, 2.4.3)
Composes original and compelling story with rich supporting details
Composes original story with supporting details
Composes simple and predictable story with few supporting details
Composes incomplete, uninteresting or disjointed story
Uses conventions (4.2.2)
Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writer’s intended meaning
Presents story (3.4.1, 4.1.3)
Presents story that engages and holds the interest of the audience
Presents story that communicates to the audience
Presents story that communicates to the audience, but does not sustain interest throughout
Presents story 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 (What’s hard for me): − Action
• Strength to enhance: − Action
28 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC USING STORIES TO CREATE STORIES
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.2.1, C5.2.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (C1.2.2, C4.2.2)
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer
Places information into topical categories using an electronic graphic organizer
Places incomplete, irrelevant information into pre-set categories using an electronic graphic organizer
Creates storyboard (C1.2.2, C7.2.1)
Creates an original, interesting electronic storyboard using the essential requirements of the selected genre
Creates an electronic storyboard using the essential requirements of the selected genre
Completes an electronic storyboard template based on the requirements of the selected genre
Completes an electronic storyboard template by placing events and ideas randomly
Creates multimedia presentation (C1.2.2, C7.2.2)
Creates a multimedia presentation that engages and holds the interest of the audience through the effective use of sound and graphics
Creates a multimedia presentation that communicates to the audience
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
Creates a single- dimension 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 3) Appendix B / 29 ©Alberta Learning, Alberta, Canada 2003
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 skill-based, 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 switches—there are various degrees of illumination just as there are degrees of quality of performance. Checklists, on the other hand, are more like simple toggle switches—they 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 scales—“yes” 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.
30 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
“F” and “P” Outcomes Checklist Student ___________________________________ A. BASIC PROCEDURES
Observation of Student
YES NOT YET
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) B. COMPUTER WORKSTATION COMPONENTS
Observation of Student
YES NOT YET
Work Station Routines The student:
• appropriately adjusts monitor, keyboard, desk, chair and other equipment to ensure workstation is safe and ergonomically appropriate—comfortable, healthy, safe and efficient (F5.3.2)
• observes ethical, legal and security measures in handling software and hardware—copyright, privacy, confidentiality (F3.3.5, F3.3.6)
• uses time and resources wisely (F3.3.1) C. PROCESSES FOR PRODUCTIVITY
Observation of Student
YES NOT YET
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)
Information and Communication Technology (Division 3) Appendix C / 31 ©Alberta Learning, Alberta, Canada 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.
• 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.
Curriculum and Assessment Matrix
Assessment ICT Outcomes
E-Zine Review
ELA.01
Evaluating Sources of Information ELA.02
School Newspaper Journalist ELA.03
Survey on Marketing
MA.01
C1 Access, use and communicate information
C1.3.1, C1.3.6
C1.3.1, C1.3.2, C1.3.4, C1.3.5
C1.3.4, C1.3.5, C1.3.6
C1.3.5, C1.3.6
C2 Seek alternative viewpoints
C2.3.1, C2.3.2, C2.3.3
C2.3.1, C2.3.2, C2.3.3
C3 Critically assess information
C3.3.1, C3.3.2
C4 Use organizational processes and tools
C4.3.1
C5 Use technology to aid collaboration
C6 Investigate and solve problems
C6.3.1, C6.3.2
C7 Use electronic research techniques
C7.3.2
32 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Assessment
ICT Outcomes
Air-Quality Indicators
SC.01
Future Communication Technologies and
Quality of Life SS.01
C1 Access, use and communicate information
C1.3.1, C1.3.3, C1.3.5, C1.3.6
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
C6.3.1, C6.3.2, C6.3.3
C7 Use electronic research techniques
C7.3.2
C7.3.1, C7.3.2
Information and Communication Technology (Division 3) Appendix C / 33 ©Alberta Learning, Alberta, Canada 2003
Grade 9: ENGLISH LANGUAGE ARTS (ELA.01)
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. Description
3.1.1 Focus attention synthesize ideas and information from a variety of sources to develop own opinions, points of view and general impressions
3.1.2 Determine information needs select types and sources of information to achieve an effective balance between researched information and own ideas
3.2.1 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
3.3.2 Record information choose specific vocabulary, and use conventions accurately and effectively to enhance credibility
3.4.1 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
ICT OUTCOMES
No. Description
C1.3.1 plan and conduct a search, using a wide variety of electronic sources
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
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
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.
34 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3)2003 ©Alberta Learning, Alberta, Canada
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 differingopinions 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.
Information and Communication Technology (Division 3) Appendix C / 35 ©Alberta Learning, Alberta, Canada 2003
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.
Student Assessment Task
36 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Student
ENGLISH LANGUAGE ARTS RUBRIC E-ZINE REVIEW
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Plans for information retrieval (3.2.1)
Develops a clear, practical plan for accessing information that reflects multiple perspectives from an extensive variety of sources
Develops a workable plan for accessing information that reflects multiple perspectives from a variety of sources
Develops a workable plan for accessing information from a few sources
Develops an impractical plan that makes gathering information difficult
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Selects information (3.1.2)
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
Selects sources of information to supplement own ideas
Provides little or no evidence of balance between information gathered and own ideas
Synthesizes information (3.1.1)
Organizes and synthesizes information from a variety of sources to create a comprehensive review
Organizes and synthesizes information from a variety of sources to create a review
Organizes and synthesizes information from a few sources to create a review
Organizes information from few, if any, sources to create an incomplete review
Communicates findings (3.4.1, 3.3.2)
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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 3) Appendix C / 37 ©Alberta Learning, Alberta, Canada 2003
Student
ICT RUBRIC E-ZINE REVIEW
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Plans and conducts a search (C1.3.1)
Develops an efficient and complete plan that focuses on gathering meaningful material from a wide range of electronic sources, representing diverse opinions
Develops a plan that focuses on gathering material from electronic sources, representing several opinions
Develops a plan that uses material from electronic sources, representing a few opinions
Develops an unworkable or impractical plan that uses material from electronic sources
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Locates and organizes information (C2.3.1, C2.3.2, C2.3.3)
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
Locates and organizes little, if any, evidence electronically
Communicates findings (C1.3.6)
Applies communication technology to clearly present comprehensive evidence in an engaging, persuasive way to support a viewpoint
Applies communication technology to clearly present evidence to support a viewpoint
Applies communication technology to present evidence to support a viewpoint that is unclear
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 (What’s hard for me): − Action
• Strength to enhance: − Action
38 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Grade 9: ENGLISH LANGUAGE ARTS (ELA.02)
EVALUATING SOURCES OF INFORMATION
Students will complete a review of relevant and current research on the environmental issue of waste management, and prepare an annotated bibliography citing a wide variety of electronic sources, indicating their validity and the method of evaluating the information gathered.
ENGLISH LANGUAGE ARTS OUTCOMES
No. Description
3.1.1 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
3.1.3 Plan to gather information • select information sources that will provide effective support, convincing argument or unique
perspectives
3.2.1 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
3.2.2 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
3.2.3 Evaluate sources • evaluate sources for currency, reliability and possible bias of information for a particular research
project
ICT OUTCOMES
No. Description
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
C1.3.4 access and retrieve information through the electronic network
C1.3.5 analyze and synthesize information to create a product
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
C3.3.1 evaluate the authority and reliability of electronic sources
C3.3.2 evaluate the relevance of electronically accessed information to a particular topic
Information and Communication Technology (Division 3) Appendix C / 39 ©Alberta Learning, Alberta, Canada 2003
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.
40 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
EVALUATING SOURCES OF INFORMATION Today’s researchers recognize that the Internet is a powerful and important research tool to be used alongside other, more traditional sources of information; e.g., books, magazines, interviews. One challenge is to evaluate the information sources for authority, currency, reliability and possible bias. Determining point of view and bias when reviewing information found on the Internet or in other sources is an important information-management skill. You have been hired by the local municipal council to complete a review of relevant and current research on the environmental issue of waste management. Stakeholders, such as corporations, environmentalists and politicians, have sponsored many scientific studies. Prepare an annotated bibliography citing a wide variety of electronic sources. Indicate their validity and your method of evaluating the information gathered.
Student Assessment Task
Information and Communication Technology (Division 3) Appendix C / 41 ©Alberta Learning, Alberta, Canada 2003
Student
ENGLISH LANGUAGE ARTS RUBRIC EVALUATING SOURCES OF INFORMATION
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (3.1.3, 3.2.1)
Selects a variety of information sources that provide effective support and evidence, or a unique perspective, for a specific issue
Selects a variety of information sources that provide support and evidence, or a unique perspective, for a specific issue
Selects information sources that provide support or evidence for a specific issue
Selects information sources that may or may not be related to a specific issue
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Evaluates information (3.2.2, 3.2.3)
Evaluates information gathered for its usefulness, based on effective application of criteria for adequacy, accuracy, currency and appropriateness
Evaluates information gathered for its usefulness, based on application of criteria for adequacy and currency
Evaluates information gathered based on application of predetermined criteria
Evaluates information gathered based on superficial application of criteria
Synthesizes information (3.1.1)
Synthesizes information using a logical and sophisticated organizational structure
Synthesizes information using a logical organizational structure
Synthesizes information using an organizational structure
Synthesizes information using an unclear or unsuitable organizational structure
* 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 (What’s hard for me): − Action
• Strength to enhance: − Action
42 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Student
ICT RUBRIC EVALUATING SOURCES OF INFORMATION
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.3.1, C1.3.2, C1.3.4)
Efficiently accesses and retrieves information from a variety of electronic sources representing diverse points of view
Accesses and retrieves information from several electronic sources representing diverse points of view
Accesses and retrieves information from few electronic sources representing more than one point of view
Accesses and retrieves information from a few electronic sources representing a singular point of view
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Identifies criteria for evaluating information (C2.3.1, C2.3.2, C2.3.3)
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
Identifies criteria for evaluating sources that are illogical or irrelevant
Evaluates information (C3.3.1, C3.3.2)
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
Evaluates sources through little or no application of criteria
Synthesizes information (C1.3.5)
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
Gathers and records sources in an organized format
Gathers and records sources in an unorganized manner
* 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 3) Appendix C / 43 ©Alberta Learning, Alberta, Canada 2003
Grade 9: ENGLISH LANGUAGE ARTS (ELA.03)
SCHOOL NEWSPAPER JOURNALIST Students will write a feature article for the school newspaper or Web site about a famous student or teacher from another school. Each student will develop a plan and conduct an interview with the selected student or teacher. Students can use e-mail to conduct the interview or obtain biographical information from online sources.
ENGLISH LANGUAGE ARTS OUTCOMES
No. Description
3.1.3 Plan to gather information • select information sources that will provide effective support, convincing argument or unique
perspectives
3.3.2 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
3.4.1 Share ideas and information • integrate appropriate visual, print and/or other media to reinforce overall impression or point of view
and engage the audience
4.1.2 Revise and edit • revise to ensure effective introductions, consistent points of view, effective transitions between ideas
and appropriate conclusions
4.1.3 Enhance legibility • identify and experiment with some principles of design that enhance the presentation of texts
4.2.1 Attend to grammar and usage • use a variety of strategies to make effective transitions between sentences and paragraphs in own
writing
4.2.2 Attend to spelling • demonstrate the deliberate, conscientious and independent application of a variety of editing and
proofreading strategies to confirm spellings in own writing
4.3.3 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
ICT OUTCOMES
No. Description
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
C4.3.1 create a plan for an inquiry that includes consideration of time management
44 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
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.
Information and Communication Technology (Division 3) Appendix C / 45 ©Alberta Learning, Alberta, Canada 2003
SCHOOL NEWSPAPER JOURNALIST As a journalist for your school newspaper, your editor has asked you to interview a student or a teacher from another school who has just become somewhat famous for: • an athletic accomplishment, such as an Olympic medal or a medal at the Pan-
Canadian Summer Games • an academic award, such as the Canadian Geography or Math Competition • recording his or her first music CD and being featured on MuchMusic • winning the Canadian Science Fair competition • developing a hot, new computer game • signing a major modelling contract. Your article is due on the editor’s desk in one week. Because of time constraints and the inability to meet face to face, you decide that you must conduct your interview using e-mail. Create a plan for conducting your e-mail interview that includes the: • process you will use • timelines you will follow • type of information you will need and the questions you will ask to obtain that
information. Use the information from your interview to write a feature article that will appear in the next school newspaper or on the school’s Web site. Present your article in an effective newspaper layout, including appropriate graphics, such as a photograph of the featured individual. The materials that you hand in for evaluation should include: • an interview plan indicating your process, timelines and interview questions • an initial draft of your article prior to editing • a digital copy of your feature article that will provide your readers with an interesting
and perceptive portrait of the individual you interviewed.
Student Assessment Task
46 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Student
ENGLISH LANGUAGE ARTS RUBRIC SCHOOL NEWSPAPER JOURNALIST
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Creates plan (3.1.3)
Creates a logical, detailed, step-by -step plan that will result in desired information
Creates a logical plan with sufficient details
Creates a plan with basic information but that is somewhat illogical
Creates a plan that includes few, if any, related details, does not follow any logical order
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes and summarizes information (3.3.2)
Information from interview is well-organized; 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
Enhances article (3.4.1, 4.1.2, 4.1.3)
Article is revised to include an effective introduction, effective transitions and an appropriate conclusion, based on feedback
Article is revised to include an introduction, transitions and a conclusion, based on feedback
Article is revised but lacks clearly defined introduction, transitions and conclusion
Few, if any, revisions are evident based on feedback
Uses conventions (4.2.1, 4.2.2)
Article is essentially error-free in terms of spelling and grammar
Few errors in spelling and grammar are present but do not reduce clarity of communication
Errors in spelling and grammar reduce clarity of communication
Numerous errors in spelling and grammar significantly reduce clarity of communication
Communicates findings (4.3.3)
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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 3) Appendix C / 47 ©Alberta Learning, Alberta, Canada 2003
Student
ICT RUBRIC SCHOOL NEWSPAPER JOURNALIST
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Creates plan (C4.3.1)
Develops a precise and focused plan for inquiry which includes the process, timelines and insightful questions
Develops a plan for inquiry which includes the process, timelines and questions
Develops a general plan for inquiry whereby the process and timelines established are functional
Develops plan that suggests inadequate and/or inappropriate process, timelines and questions
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Accesses and retrieves information (C1.3.4)
Uses an efficient process to access and retrieve comprehensive information using e-mail
Uses a process to access and retrieve information using e-mail
Uses a guided process to access and retrieve information using e-mail
Uses a process that demonstrates a lack of awareness of basic procedures for accessing and retrieving e-mail
Analyzes information (C1.3.5)
Provides an insightful, detailed analysis of information obtained from the interview
Provides a complete and reasonable analysis of the information obtained from the interview
Provides a questionable analysis of the information obtained from the interview
Provides an inaccurate, illogical analysis that has little or no bearing on the information obtained during the interview
Communicates findings (C1.3.6)
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 (What’s hard for me): − Action
• Strength to enhance: − Action
48 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Grade 9: MATHEMATICS (MA.01)
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. Description
SO1 Patterns and Relations use logic and divergent thinking to present mathematical arguments in solving problems
SO1 SO4
SO6
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
SO8 Statistics and Probability (Chance and Uncertainty) recognize that decisions based on probability may be a combination of theoretical calculations, experimental results and subjective judgements
ICT OUTCOMES
No. Description
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
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
C7.3.2 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.
Information and Communication Technology (Division 3) Appendix C / 49 ©Alberta Learning, Alberta, Canada 2003
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 company’s 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.
Student Assessment Task
50 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Student
MATHEMATICS RUBRIC SURVEY ON MARKETING
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Designs survey (SO1, Statistics and probability, data analys is)
Creates a sophisticated survey to investigate the relationship between soft drink sales and preferences from an accurate, representative sample
Creates a practical survey to investigate the relationship between soft drink sales and preferences from a representative sample
Creates a viable survey to investigate soft drink sales and preferences from a sample
Creates an impractical survey to investigate soft drink sales and preferences from a sample
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Generates graph (SO4, Statistics and probability, data analysis)
Uses technology efficiently to create an accurate graphical representation of a linear relationship between two well-defined variables
Uses technology practically to create an accurate graphical representation of a linear relationship
Uses technology to create a graphical representation of a linear relationship
Uses basic technology to create a graph
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
Solves problems (SO1, Patterns and relations)
Uses logic and divergent thinking effectively to present an accurate, effective mathematical solution
Uses logic and divergent thinking to present a workable mathematical solution
Uses logic and divergent thinking to present an unworkable 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 3) Appendix C / 51 ©Alberta Learning, Alberta, Canada 2003
Student
ICT RUBRIC SURVEY ON MARKETING
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Plans and retrieves information (C6.3.1, C6.3.2)
Creates and applies a sophisticated survey design for collecting statistically accurate, valid and reliable data
Creates and applies a practical survey design for collecting statistically accurate, valid and reliable date
Creates and applies a survey design for collecting statistically accurate data
Creates and applies a survey design for collecting data which may not be statistically accurate, valid or reliable
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Generates graph (C1.3.5, C7.3.2)
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 findings (C1.3.6)
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 (What’s hard for me): − Action
• Strength to enhance: − Action
52 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Grade 9: SCIENCE (SC.01)
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. Description
A1 develop awareness of effects that environmental quality has on the health and well-being of living things
S1 identify issues and concerns regarding environmental quality
C2.1 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
C2.6 identify indicators of air quality; e.g., presence of polluting gases, presence of particulates
C3.4 describe concentration of materials in micrograms per liter, milligrams per liter or in parts per million
ICT OUTCOMES
No. Description
C1.3.1 plan and conduct a search, using a wide variety of electronic sources
C1.3.3 access and operate multimedia applications and technologies from stand-alone and online sources
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
C6.3.1 articulate clearly a plan of action to us e 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
C7.3.2 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.
Information and Communication Technology (Division 3) Appendix C / 53 ©Alberta Learning, Alberta, Canada 2003
AIR-QUALITY INDICATORS
People with asthma are affected by the quality of the air, so it is important to make air-quality 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 air-quality 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.
Student Assessment Task
54 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Student
SCIENCE RUBRIC AIR-QUALITY INDICATORS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Identifies indicators (S1, C2.1, C2.6)
Selects relevant and comprehensive indicators of air-quality control
Selects relevant indicators of air-quality control
Selects an incomplete list of air-quality control indicators
Selects indicators of air-quality control that are irrelevant or unimportant
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Evaluates and selects indicators (C3.4)
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
Demonstrates awareness of environmental effects (A1)
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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 3) Appendix C / 55 ©Alberta Learning, Alberta, Canada 2003
Student
ICT RUBRIC AIR-QUALITY INDICATORS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Identifies and retrieves information (C1.3.1, C6.3.1, C6.3.2)
Retrieves insightful information needed to prepare a presentation
Retrieves information needed to prepare a presentation
Retrieves partial information needed to prepare a presentation
Retrieves little or no information needed to prepare a presentation
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Evaluates and selects sources (C6.3.3, C1.3.5, C1.3.3)
Evaluates and selects sources and types of information highly relevant to the research task
Selects sources and types of information appropriate to the research task
Selects information which is somewhat relevant to the research task
Selects information irrelevant to the research task
Synthesizes information (C1.3.5, C7.3.2)
Organizes and synthesizes information from a variety of sources to create a comprehensive report
Organizes and synthesizes information from a variety of sources to create a report
Organizes and synthesizes information from few sources to create a report
Organizes and synthesizes information from few, if any, sources to create an incomplete report
Presents findings (C1.3.6)
Uses technology effectively to communicate information in an engaging, persuasive manner
Uses technology to communicate information in an understandable manner
Uses technology to communicate information in an incomplete or confusing manner
Uses technology to communicate little, if any, information
* 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 (What’s hard for me): − Action
• Strength to enhance: − Action
56 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Grade 9: SOCIAL STUDIES (SS.01) FUTURE COMMUNICATION TECHNOLOGIES AND QUALITY OF LIFE
Students will create a persuasive multimedia presentation that provides a vision of communication in the future.
SOCIAL STUDIES OUTCOMES (Topic C: Canada: Responding to Change)
No. Description K–1 K–2 K–3
Demonstrate an understanding that economic growth and technological change affect quality of life Technology has affected our way of life and will continue to affect our future:
• utilization: tertiary industries • innovation: computers, information revolution • implications: social, economic, political
In a mixed economy, economic decisions are made by both the public and private sectors: • role of business, labour, government, consumers • labour-management relations • public sector • private sector
Quality of life is affected by changes in technology
Process Skills
Locating, interpreting, organizing information • identify and define topic • identify possible sources and location of information • acquire information to find answers through listening, observing, reading and utilizing community
resources Analyzing, synthesizing, evaluating information • draw conclusions about technological change and its effect on quality of life • categorize information to develop concepts —technology, mixed economy, quality of life • make generalizations by stating relationships among concepts about technological change and
its effect on quality of life
ICT OUTCOMES
No. Description
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 stand-alone and online sources
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
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
Information and Communication Technology (Division 3) Appendix C / 57 ©Alberta Learning, Alberta, Canada 2003
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.
58 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
FUTURE COMMUNICATION TECHNOLOGIES AND QUALITY OF LIFE
As the Chief Executive Officer (CEO) of a major communications company, you will be presenting a general vision of communication in Canada’s future to board members. This vision should discuss the impact of communication technologies on quality of life in the future. Create a persuasive multimedia presentation that provides a vision of communication in the future. Support the vision with trends of communication techno logy from current and past innovations. You will need to gather information about the history of communication, current use of communication technologies, predictions of future communication technologies, and how this has affected and/or will affect Canadian society and quality of life.
Student Assessment Task
Information and Communication Technology (Division 3) Appendix C / 59 ©Alberta Learning, Alberta, Canada 2003
Student
SOCIAL STUDIES RUBRIC FUTURE COMMUNICATION TECHNOLOGIES AND QUALITY OF LIFE
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Locates, organizes and interprets information (Skills)
Locates information from several sources, efficiently organizes and interprets relevant information
Locates information from sources, organizes and interprets relevant information
Locates information from sources, organizes and interprets information without determining relevancy
Locates information from sources but cannot organize or interpret information, or determine relevancy
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Analyzes, synthesizes and evaluates information (Skills)
Analyzes, synthesizes and evaluates information in an effective, logical manner
Analyzes, synthesizes and evaluates information
Analyzes, synthesizes and evaluates information in a illogical manner
Cannot analyze, synthesize or evaluate information in a manner suitable for the assignment
Develops a vision (K–1, K–2)
Develops an insightful vision addressing advantages and concerns regarding future communication technologies
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
Explains effect of technological change (K–3)
Demonstrates a thorough understanding of the effect of technological change on quality of l i fe
Demonstrates a f unctional understanding of the effect of technological change on quality of l i fe
Demonstrates understanding of how technology changes, but does not address effects on quality of l i fe
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 (What’s hard for me): − Action
• Strength to enhance: − Action
60 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Student
ICT RUBRIC FUTURE COMMUNICATION TECHNOLOGIES AND QUALITY OF LIFE
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Locates information (C1.3.1, C1.3.2)
Plans and conducts an efficient search using a wide variety of electronic sources
Plans and conducts an organized search using electronic sources
Conducts a search using electronic sources
Conducts a search, using few, if any, electronic sources
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Analyzes, synthesizes and evaluates information (C1.3.5, C7.3.1, C7.3.2)
Interprets and effectively organizes information into relevant patterns using electronic organizers
Interprets and organizes information into patterns using electronic organizers
Interprets and organizes information using electronic organizers
Is unable to interpret or organize information using electronic organizers
Develops multimedia presentation (C1.3.3, C1.3.6)
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 single-dimension 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 3) Appendix D / 61 ©Alberta Learning, Alberta, Canada 2003
Appendix D
Sample Student Self-reflection Tools7 The following tools can be used to encourage students to self-reflect. Select one to use with your students.
Progress Self-reflection Name ______________________ Date ___________________ Task _______________________________________________
The steps I have completed in this task include
The steps I still have to complete include
Stumbling Blocks Self-reflection
Name ____________________ Date ___________________
Task _____________________________________________
Something I did not understand about this task was
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.
62 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Now What? Self-reflection Name ______________________ Date _________________ Task _____________________________________________ Something I am going to change/correct/add/remove from this task is
Learning Self-assessment
Name _______________________ Date _________________ Task _____________________________________________
One concept I have learned from this task is
This piece of work demonstrates that I can
Check (list the criteria)
(list the criteria)
(list the criteria)
I can improve my work by
Information and Communication Technology (Division 3) Appendix D / 63 ©Alberta Learning, Alberta, Canada 2003
My Changing Goals Self-assessment Name ____________________ Date ___________________ Task _____________________________________________ After reviewing this task, I would now like to achieve (define revised goals).
I would like to do this because (explanation).
64 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Division 3) Appendix E / 65 ©Alberta Learning, Alberta, Canada 2003
Appendix E
Student Profiles Name: Subject: Grade: Reporting Date:
Division 3 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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 stand-alone 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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
66 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Division 3 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 3) Appendix E / 67 ©Alberta Learning, Alberta, Canada 2003
Division 3 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
68 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Division 3 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 3) Glossary / 69 ©Alberta Learning, Alberta, Canada 2003
Glossary
Achievement a student’s demonstration of knowledge, skills and attitudes relative to grade
level curriculum standards
Assessment collecting information on student achievement and performance to improve student learning
Contextualize 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
Evaluation judgement regarding the quality, value or worth of a response
Formative Assessment
ongoing assessment providing information to guide instruction and improve student performance
Performance the quality of a student’s demonstration of the learner outcomes
Performance Assessment
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
Reliability consistency of assessment results
Rubric a fixed measurement scale and list of criteria that describe the quality of products or performances used to evaluate a student’s performance
Standard expected level of performance in relation to a specified curriculum outcome for a division or grade
Student Profile a chart that illustrates both the outcomes that have been taught and the student’s level of performance
Summative Assessment
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
Validity appropriateness, adequacy and truthfulness of interpretations made from assessment information based on learner outcomes
70 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Divi sion 3) References / 71 ©Alberta Learning, Alberta, Canada 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, 2000–2003. 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. 658–660. Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York, NY: BasicBooks, 1993. Goodrich, Heidi. “Understanding Rubrics.” Educational Leadership 54, 4 (1996), pp. 14–17. Gregory, Kathleen, Caren Cameron and Anne Davies. Knowing What Counts, Book One—Setting 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 Two—Self-
Assessment and Goal Setting: For Use in Middle and Secondary School Classrooms. Merville, BC: Connections Publishing, 2000b.
72 / Classroom Assessment Tool Kit Information and Communication Technology (Division 3) 2003 ©Alberta Learning, Alberta, Canada
Guskey, Thomas R. “Reporting on Student Learning: Lessons from the Past—Prescriptions for the Future.” In Thomas R. Guskey (ed.), Communicating Student Learning: 1996 ASCD Yearbook (Alexandria, VA: Association for Supervision and Curriculum Development, 1996), pp. 13–24.
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 Educator’s 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.
CLASSROOM ASSESSMENT TOOL KIT
2003
Grades 10–12
the Information and Communication Technology (ICT)
Program of Studies
For
CLASSROOM ASSESSMENT TOOL KIT
For the Information and Communication Technology (ICT)
Program of Studies
Division 4
ALBERTA LEARNING CATALOGUING IN PUBLICATION DATA Alberta. Alberta Learning. Learning and Teaching Resources Branch.
Classroom assessment tool kit for the Information and Communication Technology (ICT) program of studies : grades 10–12. ISBN 0–7785–2535–x 1. Educational tests and measurements – Alberta. 2. Grading and marking (students). 3. Educational evaluation – Alberta. I. Title. LB3051.A333 2003 371.26 For further information, contact:
Learning and Teaching Resources Branch 44 Capital Blvd 10044 – 108 St. NW, Suite 800Edmonton, AB T5J 5E6 Telephone: 780–427–2984 in Edmonton or toll-free in Alberta by dialing 310–0000 Fax: 780–422–0576
This resource is intended for:
Teachers 3 Technology Coordinators 3 Administrators 3 Parents Stakeholders Others
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 Stakeholder Technology Branch Bonnie Brooks Stakeholder Technology Branch Joe Friesenhan Information and Technology Management Raja Panwar Curriculum Branch Phil Campbell Learner Assessment Branch Teddy Moline Learning and Teaching Resources Branch Denise Stocco French Language Services Branch Document Production Unit Learning and Teaching Resources Branch
Writing Team Doug Knight, Project Manager Knight Research and Consulting Services Barry Allen Chinook’s Edge School Division No. 73 Carol Caulfield Parkland School Division No. 70 Barry Edgar Edmonton School District No. 7 Dave Erickson Peace River School Division No. 10 Elizabeth Fargey Red Deer School District No. 104 Jennifer MacLean Edmonton Catholic Separate School District No. 7 Kyla Popik Foothills School Division No. 38 Martina Schmidt Science Alberta Charter School Cliff Sosnowski Edmonton Catholic Separate School District No. 7 Priscilla Theroux Calgary Roman Catholic Separate School District No. 1 Joni Turville St. Albert Protestant Separate School District No. 6 Sandra Unrau Calgary School District No. 19 Evie Van Scheik Wolf Creek School Division No. 72 Nancy Weber Edmonton School District No. 7
Revision Team Robert Hogg, Coordinator Alberta Assessment Consortium (AAC) Dale Armstrong, Coordinator J.D. Armstrong Consulting Sherry Bennett S.R. Bennett Consulting Alanna Cellini Student, University of Alberta, Faculty of Education Carol French Student, University of Alberta, Faculty of Education Linda Glasier Student, University of Alberta, Faculty of Education Bette Gray Parkland School Division No. 70 Donna Griffin Elk Island Public Schools Regional Division No. 14 Laurie Hawley Parkland School Division No. 70 Gary Heck Heck Leadership and Consulting Services, Inc. Sharon Horne Golden Hills School Division No. 75 Carol Anne Inglis Edmonton School District No. 7 Dean Jarvey Calgary Roman Catholic Separate School District No. 1 Jaime Johansson Integrity Consulting Daylene Lauman Edmonton School District No. 7 Tanis Marshall Edmonton School District No. 7 Kathy McCabe Edmonton School District No. 7 Anne Mulgrew Edmonton School District No. 7 Robert Smith Parkland School Division No. 70 Priscilla Theroux Calgary Roman Catholic Separate School District No. 1 Joni Turville St. Albert Protestant Separate School District No. 6 Ron Tyler Chinook’s Edge School Division No. 73 Anna Wong Student, University of Alberta, Faculty of Education
Information and Communication Technology (Division 4) Table of Contents / i ©Alberta Learning, Alberta, Canada 2003
Table of Contents Introduction ................................................................................................................................. 1 Guiding Principles ........................................................................................................................ 7 Principle 1: Assessment should be continuous ...................................................................... 7 Principle 2: Assessment should be collaborative .................................................................... 8 Principle 3: Assessment should be comprehensive ................................................................ 8 Principle 4: Assessment should include criteria ...................................................................... 8 Components ................................................................................................................................ 11 Curriculum and Assessment Matrices .................................................................................... 11 ICT Performance Assessments ............................................................................................. 12 Developing Your Own Performance Assessments .................................................................. 14 Criteria for Designing Performance Assessment Tasks ........................................................... 17 Criteria for Designing Rubrics ................................................................................................ 18 Student Self-reflection ........................................................................................................... 19 Sample Student Profile ......................................................................................................... 21 Communicating Student Learning .......................................................................................... 22 Appendices
A. Sample English Language Arts Assessment Task ............................................................. 23 Single Rubric Combining ELA and ICT Outcomes ...................................................... 26 Separate Rubrics for ELA and ICT Outcomes ............................................................ 27
B. Evaluation Tools for ICT Outcome Categories “F” and “P” .................................................. 29 C. Sample Performance Assessment Tasks and Rubrics for ICT Outcome Category “C” ......... 31
D. Sample Student Self-reflection Tools ................................................................................ 71 E. Student Profiles .............................................................................................................. 75
Glossary ...................................................................................................................................... 79 References .................................................................................................................................. 81 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/>.
ii / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Division 4) Introduction / 1 ©Alberta Learning, Alberta, Canada 2003
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, 2000–2003, 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 student’s 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
2 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
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 K–3, 4–6, 7–9 and 10–12)
• 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 23–28 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.
Information and Communication Technology (Division 4) Introduction / 3 ©Alberta Learning, Alberta, Canada 2003
Figure 1 ENGLISH
LANGUAGE ARTS
SOCIAL STUDIES
MATHEMATICS
SCIENCE
OTHER
ICT
4 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Figure 21
1. From the Alberta Assessment Consortium (AAC) (Edmonton, AB, 2001).
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)
Not reported as part of a grade (informal)
Reported as part of a grade (formal)
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)
Summative
Formative
Student profile Personal communication Home response journal Individualized program plan (IPP) Portfolio Student self-reflection Open classroom Celebration of learning Student-led conference
Report card
Information and Communication Technology (Division 4) Introduction / 5 ©Alberta Learning, Alberta, Canada 2003
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, 2000–2003, 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 31–69. Figure 3
Communicating, Inquiring, Decision Making
and Problem Solving
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.
C66C77
C55
C44
C33
C22
C11
6 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
“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 29–30. Figure 4
Foundational Operations, Knowledge
and Concepts
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.
Processes for Productivity
Students will compose, revise and edit text.
Students will organize and manipulate data.
Students will communicate through multimedia.
Students will integrate various applications.
Students will navigate and create hyperlinked resources.
Students will use communication technology to interact with others.
P1
P2
P3
P4
P5
P6
F1
F2
F3
F4
F5
F6
Information and Communication Technology (Division 4) Guiding Principles / 7 ©Alberta Learning, Alberta, Canada 2003
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 learning and development.2
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: Assessment should be continuous • Principle 2: Assessment should be collaborative • Principle 3: Assessment should be comprehensive • Principle 4: Assessment should include criteria.
Principle 1: Assessment should be continuous
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.
8 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Principle 2: Assessment should be collaborative
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.
Principle 3: Assessment should be comprehensive
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, gender-
balanced, 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.
Principle 4: Assessment should include criteria
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 student’s performance to another’s. Comparing one student’s proficiencies to another’s 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.
Information and Communication Technology (Division 4) Guiding Principles / 9 ©Alberta Learning, Alberta, Canada 2003
“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 student’s full repertoire of skills and to yield information that is useful for subsequent advice and placement.”
Gardner, 1993, p. 178
“[Assessments should] measure learning outcomes of indisputable importance.”
Popham, 2001, p. 105
10 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Division 4) Components / 11 ©Alberta Learning, Alberta, Canada 2003
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 ELA20–1.01 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
<Title>
ELA20–1.01
<Title>
CHEM20.01
<Title>
PHYS20.02 C1 Access, use and communicate information
C1.4.1
C1.4.2
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
C6.4.1, C6.4.2, C6.4.3, C6.4.4
C6.4.1, C6.4.2, C6.4.4
C6.4.1, C6.4.2, C6.4.4
C7 Use electronic research techniques
C7.4.1, 7.4.2
C7.4.3
C7.4.3
12 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
ICT Performance Assessments
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.
Information and Communication Technology (Division 4) Components / 13 ©Alberta Learning, Alberta, Canada 2003
The following provides an explanation of each performance level of a rubric.3
Level Meaning Commentary
4
Excellent
The student meets the standard of excellence for the grade, demonstrates exemplary performance or understanding, shows creativity.
This is a “Wow!”
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.
This is a “Yes, but…”
1
Limited*
The student is not yet meeting the acceptable standard for the grade and has serious errors, omissions or misconceptions.
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 student’s 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. 48–49.
14 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Developing Your Own Performance Assessments
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 rubrics—what’s working and what’s 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.
Sample Performance Assessment Template
Grade
TITLE
<Insert overview of assessment task here>
<SUBJECT> OUTCOMES No. Description
ICT OUTCOMES No. Description
CRITERIA are evidence that the student has achieved the outcomes
Each student will: • •
Information and Communication Technology (Division 4) Components / 15 ©Alberta Learning, Alberta, Canada 2003
The following templates are for developing student assessment tasks and rubrics.
<TITLE> Student Assessment Task
<description of task> Student ___________________________________
<SUBJECT> RUBRIC <TITLE>
Level
Criteria
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. Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
16 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC <TITLE>
Level
Criteria
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. Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Components / 17 ©Alberta Learning, Alberta, Canada 2003
Criteria for Designing Performance Assessment Tasks4 The following analytic rating scale provides a guide to ensure that important elements are included in performance assessments. It also provides an indicator of the extent to which each element is present.
To what extent does the performance assessment: Fully Partially Not at all
a. establish clear criteria for assessing student learning related to specified learner outcomes —these criteria form the bas is for evaluating and communicating student learning—involving students in developing criteria is encouraged
b. assess student performance on high priority and relevant outcomes —what is important for a student to know and be able to do is based on student learning needs and interests together with the priorities of the community, school and jurisdiction
c. establish a meaningful, real-life context (based on issues, problems, themes and/or student interests)
d. require the application of a range of thinking skills or processes
e. contain age- and grade-appropriate activities that are sufficiently challenging
f. provide students with a meaningful/real-life role
g. call for products or performances directed to a specific audience
h. allow for more than one right answer
i. elicit responses that reveal levels of performance rather than simply correct or incorrect answers
j. provide for students of varying ability levels to successfully complete tasks
k. provide for purposeful integration of subject areas
l. provide clear directions for students
m. engage students so their interest and enthusiasm will be sustained
n. merit the time and energy required to complete it
o. provide an evaluation rubric matched with the criteria
p. provide students with the criteria and opportunities to reflect on, self-evaluate and improve their performance?
4. Adapted with permission from the Maryland Assessment Consortium, “Performance Task Rubric” (Linthicum, MD:
Maryland Assessment Consortium, 1994).
18 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Criteria for Designing Rubrics The following analytic rating scale provides a guide to ensure that important elements are included in rubrics. It also provides an indicator of the extent to which each element is present.
Do the rubric descriptors:
Fully
Partly Rarely,
if ever 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?
Information and Communication Technology (Division 4) Components / 19 ©Alberta Learning, Alberta, Canada 2003
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 71–73, to encourage students to think about how they have performed, review what has been learned and set goals for further learning. 5
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 learning—in 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
Strategies to involve students in assessment5 Continual self-reflection throughout performance assessment enables students to assess progress, identify areas of difficulty, define learning and reassess goals. Self-reflection is the key to continued, powerful learning.
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. 30–32.
20 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Developing criteria and/or rubrics5 Students can help:
Ø identify and determine important criteria for a task (use brainstorming and discussions that analyze student samples to develop a critical elements list)
Ø write descriptors in student-friendly language Ø 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)
Ø generate or choose samples that demonstrate or reflect each performance level.
Initiating teacher–student communication5
As teachers move about classrooms during the administration of performance assessments, they should:
Ø provide continual feedback to students Ø observe student progress Ø encourage students to continuously self-assess Ø assist students with difficulties.
Using Pause-and-Think5 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. Ø Share—Turn to a partner and describe what they learned.
Ø Look for proof—Select and comment on a work sample that demonstrates an aspect of their learning.
Ø Connect to criteria—Explain how they have met the criteria.
Ø Relate the learning—Connect current concepts to past learning or find examples of the concepts in other contexts.
Ø Self/Peer assessment—Use the rubric to evaluate their own or another student’s product or performance, and suggest what works, what doesn’t and what’s 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. 30–32.
Information and Communication Technology (Division 4) Components / 21©Alberta Learning, Alberta, Canada 2003
Sample Student Profile
A profile of the various levels of achievement on general ICToutcomes, in the context of core subjects, provides a visual andongoing record of student performance.
• Student profiles are rating scales that may be used to record andcommunicate students’ levels of performance based on “C”category ICT learner outcomes.
• This information could be taken from an ICT scope and sequencedeveloped by the school or jurisdiction. (See www.learning.gov.ab.ca/ict for a document describing how to adapt a scope andsequence framework, and for sample frameworks.)
ICT OUTCOMES: Sample Profile, Division 1
Name: Jamie DoeSubject: English Language ArtsGrade: 3Reporting Date: November 15, 2002
Division 1 Level 4 Level 3 Level 2 Level 1
Excellent(Wow!)
Proficient(Yes)
Adequate(Yes, but…)
Limited(No, but…)
ICT Learner Outcome Date: Date: Date: Date:
C1Students will access, use andcommunicate information from a varietyof technologies.C1.1.1
access and retrieve appropriateinformation from electronic sources fora specific inquiry
October 2002(Grade 3)
June 2002(Grade 2)
C3Students will critically assessinformation accessed through the useof a variety of technologies.C3.1.1
compare and contrast information fromsimilar types of electronic sources
January 2002(Grade 2)
Student Learning Goals
• Area of need (What’s hard for me): Finding information that I need from the Internet− Action June 2002—By 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 2002—I want to find new ways to access information; e.g., discussion forums.
22 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Communicating Student Learning
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 75–78. 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 school’s 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).
Information and Communication Technology (Division 4) Appendix A / 23 ©Alberta Learning, Alberta, Canada 2003
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 27–28 illustrate how ICT outcomes and English language arts outcomes can be evaluated separately.
Grade 6: ENGLISH LANGUAGE ARTS
USING STORIES TO CREATE STORIES Students will write a new version of a story incorporating elements found in at least two versions of the story. Students will then create a multimedia version of the new story.
ENGLISH LANGUAGE ARTS OUTCOMES
No. Description
2.4.2
Elaborate on the expression of ideas use literary devices, such as imagery and figurative language, to create particular effects
2.4.3 Structure texts determine purpose and audience needs to choose forms, and organize ideas and details in oral, print and other media texts/express the same ideas in different forms and genres; compare and explain the effectiveness of each for audience and purpose
3.1.2 Determine information needs decide on and select the information needed to support a point of view
3.1.3 Plan to gather information develop and follow own plan for accessing and gathering ideas and information, considering guidelines for time and length of investigation and presentation
3.2.1 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 Access information skim, scan and read closely to gather information
3.3.1 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 Record information quote information from oral, print and other media sources
24 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4)2003 ©Alberta Learning, Alberta, Canada
ENGLISH LANGUAGE ARTS OUTCOMES (cont’d)
No. Description
3.4.1 Share ideas and informationselect appropriate visuals, print and/or other media to inform and engage the audience
4.1.3 Enhance legibilityexperiment with a variety of software design elements, such as spacing, graphics, titles andheadings, and font sizes and styles, to enhance the presentation of texts
4.2.2 Attend to spellingedit for and correct commonly misspelled words in own writing, using spelling generalizationsand the meaning and function of words in context
ICT OUTCOMES
No. Description
C1.2.1 access and retrieve appropriate information from the Internet by using a specific search pathor from given uniform resource locations (URLs)
C1.2.2 organize information gathered from the Internet or an electronic source by selecting andrecording the data in logical files or categories; communicate effectively, through appropriateforms, such as speeches, reports and multimedia presentations, applying informationtechnologies that serve particular audiences and purposes
C4.2.2 organize information, using such tools as databases, spreadsheets or electronic webbing
C5.2.1 retrieve data from available storage devices, such as shared folders, to which groups havecontributed
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 ofinformation
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.htmlFolklore, Myth & Legend (from the Children’s Literature Web Guide)
− http://www.cln.org/themes/fairytales.htmlStories, Folklore, and Fairy Tales Theme Page (from the Community Learning Network)
− http://www.qesn.meq.gouv.qc.ca/folklore/index.htmTeaching with Folklore
Information and Communication Technology (Division 4) Appendix A / 25 ©Alberta Learning, Alberta, Canada 2003
USING STORIES TO CREATE STORIES People are storytelling creatures. We make sense of our experience of the world through the stories we tell, and we are drawn to the stories of others. As a young storywriter, you have been hired by a publishing company to create a new version of a story and prepare it for publication. To accomplish this, find and read at least two versions of a myth, folktale or legend that you find engaging. (Use print or Web sources.) Genres you may choose from include: • Greek myths • Chinese folktales • forest lore • space folklore and myths • myths and folklore about flight. Your job is to: • use a graphic organizer (web, chart, Venn diagram) to compare the two story
versions of the myth, folktale or legend you have found • select elements from these two versions • incorporate these elements into a well-written new story by:
− using a storyboard to plan your new version of the tale − creating a multimedia version − presenting your story to representatives from the publishing company.
Student Assessment Task
26 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Single Rubric Combining ELA and ICT Outcomes Student ___________________________________
ENGLISH LANGUAGE ARTS and ICT RUBRIC USING STORIES TO CREATE STORIES
Level
Criteria
4 Excellent
3 Proficient
2 Adequate
1 Limited*
Insufficient/
Blank*
Accesses and retrieves information (3.1.3, 3.2.1, C1.2.1, C5.2.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (3.3.1, C1.2.2, C4.2.2)
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer
Places information into topical 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)
Creates an original, interesting storyboard using the essential requirements of the selected genre
Creates a storyboard using the requirements of the selected genre
Completes a storyboard template based on the requirements of the selected genre
Completes a storyboard template by placing events and ideas randomly
Composes story (2.4.2, 2.4.3)
Composes original, compelling story with rich supporting details
Composes original story with supporting details
Composes simple, predictable story with few supporting details
Composes incomplete, uninteresting or disjointed story
Uses conventions (4.2.2)
Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writer’s intended meaning
Presents story (3.4.1, 4.1.3, C7.2.2)
Creates a multimedia presentation that engages and holds the interest of the audience
Creates a multimedia presentation that communicates to the audience
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
Creates a single-dimension 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Appendix A / 27 ©Alberta Learning, Alberta, Canada 2003
Separate Rubrics for ELA and ICT Outcomes Student ___________________________________
ENGLISH LANGUAGE ARTS RUBRIC USING STORIES TO CREATE STORIES
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (3.1.3, 3.2.1)
Efficiently accesses and retrieves relevant information from several sources
Selectively accesses and retrieves relevant information from sources provided
Accesses and retrieves both relevant and irrelevant information from sources provided
Accesses, but is unable to retrieve, relevant information from sources provided
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (3.3.1)
Organizes significant information into purposeful categories using a graphic organizer
Organizes topical information into appropriate categories using a graphic organizer
Places information into topical categories using a graphic organizer
Places incomplete, irrelevant information into pre-set categories using a graphic organizer
Creates storyboard (3.1.2)
Creates an original, interesting storyboard using the essential requirements of the selected genre
Creates a storyboard using the requirements of the selected genre
Completes a storyboard template based on the requirements of the selected genre
Completes a storyboard template by placing events and ideas randomly
Composes story (2.4.2, 2.4.3)
Composes original and compelling story with rich supporting details
Composes original story with supporting details
Composes simple and predictable story with few supporting details
Composes incomplete, uninteresting or disjointed story
Uses conventions (4.2.2)
Spelling, grammar, capitalization and punctuation are accurate and enhance impact of the piece; errors are hardly noticeable
Spelling, grammar, capitalization and punctuation have few errors, but these do not interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation are inconsistent and interfere with writer’s intended meaning
Spelling, grammar, capitalization and punctuation errors are evident and significantly interfere with writer’s intended meaning
Presents story (3.4.1, 4.1.3)
Presents story that engages and holds the interest of the audience
Presents story that communicates to the audience
Presents story that communicates to the audience, but does not sustain interest throughout
Presents story 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 (What’s hard for me): − Action
• Strength to enhance: − Action
28 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Student ___________________________________
ICT RUBRIC USING STORIES TO CREATE STORIES
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.2.1, C5.2.1)
Efficiently accesses and retrieves relevant information from several electronic sources
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
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (C1.2.2, C4.2.2)
Organizes significant information into purposeful categories using an electronic graphic organizer
Organizes topical information into appropriate categories using an electronic graphic organizer
Places information into topical categories using an electronic graphic organizer
Places incomplete, irrelevant information into pre-set categories using an electronic graphic organizer
Creates storyboard (C1.2.2, C7.2.1)
Creates an original, interesting electronic storyboard using the essential requirements of the selected genre
Creates an electronic storyboard using the requirements of the selected genre
Completes an electronic storyboard template based on the requirements of the selected genre
Completes an electronic storyboard template by placing events and ideas randomly
Creates multimedia presentation (C1.2.2, C7.2.2)
Creates a multimedia presentation that engages and holds the interest of the audience through the effective use of sound and graphics
Creates a multimedia presentation that communicates to the audience
Creates a multimedia presentation that communicates to the audience, but does not sustain interest throughout
Creates a single- dimension 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Appendix B / 29 ©Alberta Learning, Alberta, Canada 2003
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 skill-based, 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 switches—there are various degrees of illumination just as there are degrees of quality of performance. Checklists, on the other hand, are more like simple toggle switches—they 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 scales—“yes” 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.
30 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
“F” and “P” Outcomes Checklist Student ___________________________________
A. BASIC PROCEDURES, COMPUTER WORKSTATION COMPONENTS AND PROCESSES FOR PRODUCTIVITY
Observation of Student The student continues to demonstrate outcomes achieved in prior grades and courses
B. PROCESSES FOR PRODUCTIVITY
Observation of Student
YES NOT YET
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)
Information and Communication Technology (Division 4) Appendix C / 31 ©Alberta Learning, Alberta, Canada 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.
• 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.
Curriculum and Assessment Matrix
Assessment
ICT Outcomes
MacBeth Made Easy
ELA20–1.01
Interviewing the Literary Greats
ELA20–1.02
Investigating Global
Warming AM20.01
Investing for a Capital
Purchase PM20.01
C1 Access, use and communicate information
C1.4.1, C1.4.2,
C1.4.4
C1.4.1, C1.4.2,
C1.4.4
C1.4.1, C1.4.2, C1.4.4
C1.4.2, C1.4.4
C2 Seek alternative viewpoints
C2.4.1, C2.4.2
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
C6.4.4
C6.4.1, C6.4.2, C6.4.3, C6.4.4
C6.4.1, C6.4.2, C6.4.3, C6.4.4
C7 Use electronic research techniques
C7.4.3
C7.4.3
32 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Assessment
ICT Outcomes
Cracking the Ethene
Problem CHEM20.01
Planetary Motion
PHYS20.01
War Guilt Tribunal
SS20.01
World War I Soldier
SS23.01
C1 Access, use and communicate information
C1.4.1, C1.4.4
C1.4.1
C1.4.1, C1.4.2, C1.4.4
C1.4.1, C1.4.2, C1.4.4
C2 Seek alternative viewpoints
C2.4.1, C2.4.2
C2.4.1, C2.4.2
C2.4.1
C3 Critically assess information
C3.4.1, C3.4.2
C3.4.2
C4 Use organizational processes and tools
C5 Use technology to aid collaboration
C5.4.1
C5.4.2
C6 Investigate and solve problems
C6.4.4, C6.4.5
C6.4.1, C6.4.2
C6.4.4
C7 Use electronic research techniques
C7.4.3
C7.4.2, C7.4.3
Information and Communication Technology (Division 4) Appendix C / 33 ©Alberta Learning, Alberta, Canada 2003
Grade 11: ENGLISH LANGUAGE ARTS (ELA20–1.01)
MACBETH MADE EASY
Students will create a practical resource intended to help others more easily interpret Shakespeare’s Macbeth.
ENGLISH LANGUAGE ARTS 20–1 OUTCOMES
No. Description
1.1.1 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
1.2.1 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
2.1.2 Understand and interpret content compare the personality traits, roles, relationships, motivations, attitudes and values of characters developed/persons presented in literature and other texts
4.1.4 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
4.2.4 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
ICT OUTCOMES
No. Description
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
C1.4.4 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
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
C3.4.1 assess the authority, reliability and validity of electronically accessed information
C7.4.3 use appropriate presentation software to demonstrate personal understandings
34 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
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.
Information and Communication Technology (Division 4) Appendix C / 35 ©Alberta Learning, Alberta, Canada 2003
MACBETH MADE EASY
Since its creation, the number of times people worldwide have produced, reviewed and analyzed Shakespeare’s Macbeth is incalculable. Of course, not all the reviewers are in agreement and have put forth many different interpretations of character, imagery and issues in the play. Your task is to explore and use a variety of resources about the play to deepen your own understanding and create a resource on Macbeth. Your intended audience has little previous exposure to Macbeth, so you want to help them understand as much of the play as possible. This resource will be modelled on the “...for Dummies” approach and can be in booklet, Web site or multimedia format. You are required to: • determine the kinds of information that will be most helpful to your audience and how
this information should be organized • survey a wide variety of sources, including electronic sources • maintain a research log with a record of each source • rate at least five sources according to class-developed criteria • select relevant information for your resource that includes:
− a summary of key events − an analysis of the needs, wants and values of the characters − a commentary on key speeches − issues raised or suggested by the play
• select and/or create appropriate visuals and icons to include in your final product.
Student Assessment Task
36 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Student
ENGLISH LANGUAGE ARTS RUBRIC MACBETH MADE EASY
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves points of view (1.2.1)
Efficiently accesses and retrieves relevant information from a wide variety of sources representing diverse points of view about critical aspects of the play
Selectively accesses and retrieves relevant information from a variety of sources representing points of view about aspects of the play
Accesses and retrieves information from few sources representing more than one point of view about predictable aspects of the play
Accesses and retrieves information from few sources representing a singular point of view about predictable aspects of the play
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Interprets character traits (1.1.1, 1.2.1, 2.1.2)
Supports own interpretations effectively using precise evidence that demonstrates insightful understanding and expresses a relevant point of view about the play
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 demonstrates vague understanding and expresses an unclear point of view about the play
Creates resource (4.1.4)
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 addresses purpose and audience appropriately
Creates a resource that includes text and visuals that do little to address purpose or audience
Uses conventions (4.2.4)
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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Appendix C / 37 ©Alberta Learning, Alberta, Canada 2003
Student
ICT RUBRIC MACBETH MADE EASY
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves points of view (C1.4.1, C1.4.2, C2.4.1)
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
Uses technology to access and retrieve information from a v ariety of sources representing points of view about aspects of the play
Uses technology to access and retrieve information from few sources representing more than one point of view about predictable aspects of the play
Uses technology to access and retrieve information from few sources representing a singular point of view about predictable aspects of the play
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Evaluates sources (C2.4.2, C3.4.1)
Maintains a clear and complete record of sources, and accurately rates sources based on criteria
Maintains a record of sources and rates sources based on criteria
Maintains a sketchy/incomplete record of sources and rates sources in a manner that is inconsistent with criteria
Maintains incomplete, if any, record of sources and randomly applies criteria
Presents information (C1.4.4, C7.4.3)
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, has few visuals and little audience appeal
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 (What’s hard for me): − Action
• Strength to enhance: − Action
38 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Grade 11: ENGLISH LANGUAGE ARTS (ELA20–1.02)
INTERVIEWING THE LITERARY GREATS
Students will produce a script and conduct a multimedia interview with a character from a literary work.
ENGLISH LANGUAGE ARTS 20–1 OUTCOMES
No. Description
2.1.2 Understand and interpret content describe the relationships among plot, setting, character, atmosphere and theme when studying a narrative
2.3.2 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
4.1.2 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
4.2.4 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
ICT OUTCOMES
No. Description
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
C1.4.4 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
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
C6.4.4 generate new understandings of problematic situations by using some form of technology to facilitate the process
C7.4.3 use appropriate presentation software to demonstrate personal understandings
Information and Communication Technology (Division 4) Appendix C / 39 ©Alberta Learning, Alberta, Canada 2003
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 20–2 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.
40 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
INTERVIEWING THE LITERARY GREATS As part of a literacy campaign, municipal libraries across the province want to inspire more people to read. They are setting up displays where patrons can check out interesting literary works. These displays include video or computer terminals where patrons can view engaging interviews of some of the great literary characters. The local library board has contracted you to conduct an interview with a great literary character to use in this promotional campaign. Part 1: To be completed individually • From a list of texts provided by the library, pick a character from a novel you have
read. Conduct research related to the context of the novel from at least five different types of valid sources; e.g., journals, newspapers, encyclopedias, Internet, magazines, interviews. Include at least two electronic sources.
• From this research, produce a top 10 list of the most essential questions you would like to ask this character. These questions should reflect varied viewpoints on the selected character.
• Maintain a record of your sources and rate their validity based on established criteria.
• Create a script for the conversation that will occur during the interview. There should be evidence that exhibits in-depth understanding of the great literary character. This script should also indicate that filming techniques; e.g., pan in/out, zoom, dissolve, lighting, camera angle and sound, are considered.
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 Assessment Task
Information and Communication Technology (Division 4) Appendix C / 41 ©Alberta Learning, Alberta, Canada 2003
Student
ENGLISH LANGUAGE ARTS RUBRIC INTERVIEWING THE LITERARY GREATS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (2.3.2)
Efficiently accesses and retrieves relevant information from a wide variety of sources representing diverse points of view about the literary character
Selectively accesses and retrieves relevant information from a variety of sources representing points of view about the literary character
Accesses and retrieves information from few sources representing more than one point of view about the literary character
Accesses and retrieves information from few sources representing a singular point of view about the literary character
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Creates script (4.1.2)
Creates an engaging script that incorporates creative, meaningful dialogue with various filming techniques, that effectively engages the audience
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
Interprets literary character (2.1.2, 2.3.2)
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
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
Uses conventions (4.2.4)
Spelling, grammar, capitalization and punctuation are accurate and enhance the impact of the script
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 (What’s hard for me): − Action
• Strength to enhance: − Action
42 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Student
ICT RUBRIC INTERVIEWING THE LITERARY GREATS
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.4.1, C1.4.2, C3.4.1, C3.4.2)
Uses technology efficiently to access and retrieve insightful, valid and relevant information from a variety of sources that reveals in-depth character understanding
Uses technology to access and retrieve relevant information from a variety of sources that reveals character understanding
Uses technology to access and retrieve information from few sources that reveals character understanding
Uses technology to access and retrieve information that does little to reveal character understanding
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Creates script (C1.4.4, C6.4.4)
Creates a creative, smooth, clear and plausible script that includes a variety of filming techniques, including lighting, sound, camera angles and stage directions
Creates a workable script that includes a variety of filming techniques, including lighting, sound, camera angles and stage directions
Creates a script that includes some filming techniques or stage directions
Creates an incomplete script that incorporates few, if any, filming techniques or stage directions
Presents interview (C1.4.4, C7.4.3)
Creates an interview using multimedia effectively that provides insightful, relevant and meaningful information about the character, is persuasive and engages the audience
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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Appendix C / 43 ©Alberta Learning, Alberta, Canada 2003
Grade 11: APPLIED MATHEMATICS (AM20.01)
INVESTIGATING GLOBAL WARMING Students will select data from a variety of reliable electronic sources and present a well-supported argument for a position on global warming.
APPLIED MATHEMATICS 20 OUTCOMES
No. Description 1.1 1.2 1.3
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
2.3
2.4
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
ICT OUTCOMES
No. Description
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
C1.4.4 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
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
44 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
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.
Information and Communication Technology (Division 4) Appendix C / 45 ©Alberta Learning, Alberta, Canada 2003
INVESTIGATING GLOBAL WARMING
Being able to collect and analyze information is a critical skill for many occupations, including researchers, market analysts and policy makers. Data collected from a variety of sources can be used to argue different viewpoints. As a researcher for an environmental group, prepare and present an argument to government policy makers that indicates global warming is a problem and that there are measures that need to be taken to prevent further warming. • Conduct searches for data from reliable sources demonstrating that global warming
has occurred. • Select one possible cause of warming and locate data verifying that global warming
is on the increase. • Graph the data using a spreadsheet and find a best-fit curve to represent the data. • Without making modifications to the actual data, manipula te the graph; i.e., by
adjusting scale, size, beginning, ending, so that it convincingly represents the position of the environmental group.
• Using technology, prepare a presentation on behalf of the environmental group to government policy makers. Include predictions for the future based on the best-fit curve.
Student Assessment Task
46 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Student
MATHEMATICS RUBRIC INVESTIGATING GLOBAL WARMING
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Collects and interprets data (Graphing and design 1.1, Regression and nonlinear equations 2.3)
Uses logic and problem solving to identify relevant, reliable data which clearly indicate a cause of global warming
Uses logic and problem solving to identify data which indicate a possible cause of global warming
Uses logic and problem solving to identify data relevant to global warming
Uses logic and problem solving to identify data but relevance to global warming is unclear
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes data (Graphing and design 1.3, Regression and nonlinear equations 2.3)
Creates easy to interpret spreadsheet and scatter plot that accurately represent the data with a best-f 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 inferences (Graphing and design 1.2, 1.3, Regression and nonlinear equations 2.4)
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
Makes inferences based on an equation that partially represents the data
Makes inferences that are not based on data
Manipulates graph (Graphing and design 1.3)
Manipulates graph to convincingly present data indicating global warming is a problem
Manipulates graph to present data favourably, indicating existence of an environmental problem
Manipulates graph to present data
Fails to manipulate graph, or instead, manipulates data
Makes predictions (Regression and nonlinear equations 2.4)
Provides insightful predictions that are clearly supported by data
Provides predictions that are generally supported by data
Provides predictions that are partially 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.
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Appendix C / 47 ©Alberta Learning, Alberta, Canada 2003
Student
ICT RUBRIC INVESTIGATING GLOBAL WARMING
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Plans and retrieves information (C1.4.1, C1.4.2)
Plans and conducts an efficient search retrieving comprehensive data from relevant sources
Plans and conducts a search retrieving necessary data from relevant sources
Plans and conducts a search retrieving some data from relevant sources
Plans and conducts a search retrieving little, if any, data that address the topic
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Generates graph (C6.4.3, C6.4.4)
Thoroughly analyzes, synthesizes and graphs collected data, manipulating the graphs to present data in a highly favourable way
Accurately analyzes, synthesizes and graphs collected data, making adjustments to present data in a favourable way
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
Communicates findings (C1.4.4, C6.4.1, C6.4.2.)
Communicates information from findings in a highly persuasive, engaging presentation, using technology efficiently
Communicates information from findings in an interesting, coherent presentation, using technology
Communicates information from findings in a straight -forward presentation, using technology
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 (What’s hard for me): − Action
• Strength to enhance: − Action
48 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Grade 11: PURE MATHEMATICS (PM20.01)
INVESTING FOR A CAPITAL PURCHASE
Students will investigate low-risk investment options for a future capital equipment purchase and present recommendations, using technology, to the owners of a small business.
PURE MATHEMATICS 20 OUTCOMES
No. Description 6.1 6.3 6.4 6.5
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
1.3
Linear and nonlinear systems determine the solution to a system of nonlinear equations, using technology as appropriate
ICT OUTCOMES
No. Description
C1.4.2 select information from appropriate sources, including primary and secondary sources
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
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
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.
Information and Communication Technology (Division 4) Appendix C / 49 ©Alberta Learning, Alberta, Canada 2003
INVESTING FOR A CAPITAL PURCHASE For many small businesses, it is critical to have an investment plan in place to provide capital for future purchases. The owners of a small machine shop are considering the purchase of a new lathe and have asked you, as an investment adviser, to investigate low-risk investment options. They own a computerized turning center (lathe) which they purchased for $100 000 several years ago. However, they believe they will have to replace it in three to five years. They need to know how much money they should invest today to have the capital to replace the machine when it is no longer cost effective to repair. • Conduct searches for investment data from reliable sources. • Select at least two different investment options. • Display and graph the growth of the investments. • Identify the domain and range of the region bounded by the curves which represent
the capital investment options. • Using technology, prepare a presentation for the business owners outlining the
investment strategies, and indicating the strengths and weaknesses of each. Be sure to indicate the range of investment amounts depending on the life of the current lathe.
Student Assessment Task
50 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Student
MATHEMATICS RUBRIC INVESTING FOR A CAPITAL PURCHASE
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (Finance 6.1, 6.5)
Identifies a wide variety of low-risk investment options and narrows the options to those with the highest interest returns
Identifies a variety of low-risk investment options and identifies the one with the highest returns
Identifies low-risk investment options that are similar, but does not identify those with the highest returns
Identifies sources for investing
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Represents data (Finance 6.4)
Generates equations that represent investment options, displays data graphically in the appropriate domain and range
Generates equations that represent investment options, displays data graphically with little attention to domain or range
Generates equations that represent investment options, displays data without attention to domain or range
Generates inappropriate or inaccurate equations that do not represent the data
Determines strategies (Finance 6.1, 6.5., Linear and nonlinear systems 1.3)
Determines insightful and logical strategies that thoroughly account for the ambiguity of the three to five year term
Determines logical strategies that account for the ambiguity of the three to five year term
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
Presents findings (Finance 6.3)
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 predictable presentation that partially demonstrates a variety of 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.
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Appendix C / 51 ©Alberta Learning, Alberta, Canada 2003
Student
ICT RUBRIC INVESTING FOR A CAPITAL PURCHASE
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.4.2)
Uses technology efficiently to access and retrieve relevant information about a wide variety of low-risk investment options and narrows the options to those with the highest interest returns
Uses technology to access and retrieve relevant information about a variety of low-risk investment options and identifies the one with the highest returns
Uses technology to access and retrieve relevant information about similar low-risk investment options, but does not identify those with the highest returns
Uses technology to identify sources for investing
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Represents data (C6.4.3, C6.4.4)
Uses technology to generate equations that represent investment options, displays data graphically in the appropriate domain and range
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
Generates inappropriate or inaccurate equations that do not represent the data
Presents findings (C1.4.4, C6.4.1, C6.4.2)
Uses technology to develop and deliver a thoughtful, convincing presentation that thoroughly 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 predictable presentation that partially 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.
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
52 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Grade 11: CHEMISTRY (CHEM20.01)
CRACKING THE ETHENE PROBLEM
Students will prepare and present a research paper about ethene production, and the associated environmental and social issues.
CHEMISTRY 20 OUTCOMES (Unit 4: The Diversity of Matter: An Introduction to Organic Chemistry)
No. Description
4.1 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
4.2 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
Skills 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
ICT OUTCOMES
No. Description
C1.4.1 plan and perform complex searches, using more than one electronic source
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
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
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
Information and Communication Technology (Division 4) Appendix C / 53 ©Alberta Learning, Alberta, Canada 2003
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.
54 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
CRACKING THE ETHENE PROBLEM As the chief chemist at a chemistry laboratory, you have been asked to prepare a research paper to be presented to a local municipal council. The community needs to make an informed decision about a new chemical processing plant to be built in the area. This plant will produce ethene. Ethene (C2H4) is an important commercial product used in many everyday items, particularly in the production of plastics. Because ethene does not exist in large quantities in nature, it must be produced by the cracking o f propane, ethane, butane, naphtha and assorted refinery off-gasses. Selection of an ethene production method depends on raw resources availability. For instance, in areas where crude oil is abundant, ethene production involves putting the naphtha fraction of crude oil through a cracking process. In Western Canada, there is an abundant supply of crude oil. You are asked to present: • a description of the process of ethene production • a model of the equation for the cracking of ethene and the cracking of one possible
component of naphtha • information about the derivatives (products) manufactured using ethene • social and environmental issues • a recommendation about building a processing plant based on the information you
accessed on social and environmental issues, and on research of how other communities have dealt with this situation.
Student Assessment Task
Information and Communication Technology (Division 4) Appendix C / 55 ©Alberta Learning, Alberta, Canada 2003
Student
CHEMISTRY RUBRIC CRACKING THE ETHENE PROBLEM
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Researches information (4.1, 4.2)
Conducts comprehensive research on production methods, social and environmental issues, and ways that operating facilities have dealt with concerns
Conducts necessary research on production methods, social and environmental issues, and ways that operating facilities have dealt with concerns
Conducts part of the necessary research on production methods, social and environmental issues, and ways that operating facilities have dealt with concerns
Conducts part of the necessary research and accesses superficial information about production methods, social and environmental issues, and ways that operating facilities have dealt with concerns
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Builds chemical models (4.1)
Constructs models that effectively depict structures and scientific principles accurately
Constructs models that accurately depict structures and scientific principles
Constructs models that partially depict structures, may lack scientific accuracy
Constructs models that have little scientific accuracy
Explains organic chemical reactions (4.2)
Provides in-depth scientific descriptions of chemical processes, including complete and accurate chemical equations
Provides scientific descriptions of chemical processes, including accurate chemical equations
Provides partial scientific descriptions of chemical processes with few chemical equations
Provides scientifically incorrect descriptions of chemical processes; equations, if included, contain many errors
Evaluates information (4.2)
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
Presents findings (Skills)
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.
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
56 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Student
ICT RUBRIC CRACKING THE ETHENE PROBLEM
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Researches information (C1.4.1, C2.4.1)
Efficiently uses technology to access a wide range of credible viewpoints regarding social and environmental issues surrounding ethene production
Uses technology to access a range of viewpoints regarding social and environmental issues surrounding ethene production
Uses technology to access a few viewpoints regarding social and environmental issues surrounding ethene production
Uses technology to access narrow or one-sided viewpoints regarding social or environmental issues surrounding ethene production
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Builds chemical models (C6.4.4)
Uses technology to create an animated 3-D model that effectively depicts structures and scientific principles accurately
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 create a model that lacks scientific accuracy
Evaluates information (C2.4.2)
Uses technology efficiently to access and organize significant information to support or refute particular viewpoints
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
Presents findings (C1.4.4, C6.4.5)
Applies information technologies skillfully and effectively to present recommendation in a persuasive manner
Applies information technologies meaningfully to present recommendation in a logical manner
Applies information technologies to present recommendation in a straight -forward manner
Does not apply information technologies to enhance presentation of the 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 (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Appendix C / 57 ©Alberta Learning, Alberta, Canada 2003
Grade 11: PHYSICS (PHYS20.01)
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: 2.1.4 • explaining quantitatively, circular motion in terms of Newton’s laws of motion 2.1.5 • solving quantitatively, circular motion problems, using algebraic and/or graphical vector analysis
Demonstrate an understanding that gravity is a universal force of nature by: 2.2.1 • explaining qualitatively, how mechanical understanding of circular motion and Kepler’s laws were
used in the development of Newton’s universal law of gravitation 2.2.8 • explaining qualitatively, the shape of our solar system and that of galaxies, in terms of Newton’s
laws of motion and gravitation
Skills Demonstrate the skills and thinking processes associated with the practice of science by: relating the gravitational force, using Newton’s second law, to planetary and satellite motion problems
ICT OUTCOMES
No. Description
C1.4.1 plan and perform complex searches, using more than one electronic source
C5.4.1 use telecommunications to pose critical questions to experts
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
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.
58 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
PLANETARY MOTION Science is not an absolute body of facts—it 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 Newton’s Law of Universal Gravitation mathematically reinforce Kepler’s findings, providing a more rigorous description of planetary motion by incorporating the force of gravity. As a scientist, evaluate Kepler’s and Newton’s 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 Kepler’s Third Law • shows a calculated value of the radius of each planet using Newton’s 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 Assessment Task
Information and Communication Technology (Division 4) Appendix C / 59 ©Alberta Learning, Alberta, Canada 2003
Student
PHYSICS RUBRIC PLANETARY MOTION
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Explains laws (2.1.4)
Reveals complete and insightful understanding
Reveals clear understanding
Reveals partial understanding
Reveals little or no understanding
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes data (2.1.5)
Organizes data that are accurate, directly related to the evidence and easy to interpret
Organizes data that are accurate and interpretable
Organizes data with minor errors, but are interpretable
Organizes data that have many errors and are not interpretable
Interprets data (2.2.1, 2.2.8)
Provides an insightful, detailed explanation supported by logic and data
Provides a complete, reasonable explanation supported by data
Provides an incomplete explanation that is partially supported by data
Provides little or no explanation which is not supported by data
Creates hypothesis (Skills)
Makes an insightful, testable hypothesis based on logical reasoning
Makes a clear, testable hypothesis based on theory
Makes an hypothesis that may be difficult to test and is based on opinion
Makes an hypothesis that is not testable and is based on opinion
* 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 (What’s hard for me): − Action
• Strength to enhance: − Action
60 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Student
ICT RUBRIC PLANETARY MOTION
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Plans and performs complex searches (C1.4.1)
Performs complex searches efficiently; selects relevant information from appropriate sources
Performs searches and selects relevant information from sources provided
Performs searches and selects irrelevant or incomplete information from sources provided
Performs search but is unable to retrieve relevant information from sources provided
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Uses telecommunica-tions (C5.4.1)
Uses telecommunication to pose critical questions to experts
Uses telecommunication to pose questions that require clarification from experts
Uses telecommunication to pose questions that do not further the hypothesis
Uses telecommunication to pose provided questions
Constructs spreadsheet (C6.4.1, C6.4.2)
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 is correct, efficient and interpretable
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.
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Appendix C / 61 ©Alberta Learning, Alberta, Canada 2003
Grade 11: SOCIAL STUDIES (SS20.01)
WAR GUILT TRIBUNAL
Students will assess and evaluate the merit of the charge that Germany was primarily responsible for causing World War I. Students will formulate, present and defend a position based on assigned or chosen roles using a multimedia presentation and/or through participation in a role-play scenario using a discussion forum.
SOCIAL STUDIES 20 OUTCOMES (Topic A: Development and Interaction of Nations—International Conflict)
No. Description
Theme IV.a understand that the pursuit of national interests at the expense of other nations may result in international conflict
Theme IV.b understand that warfare leads to change
Process Skills
• summarize information from a variety of print and nonprint sources • distinguish among different points of view • make decisions and defend their choice
Communication Skills
• 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
Participation Skills interact effectively with others in a variety of group settings
Inquiry Skills
• consider alternatives, make decisions and substantiate choices • use appropriate inquiry models to answer questions, solve problems and
resolve issues
ICT OUTCOMES
No. Description
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
C1.4.4 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
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
C3.4.1 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
C5.4.2 participate in a variety of electronic formats
C6.4.4 generate new understandings of problematic situations by using some form of technology to facilitate the process
C7.4.3 use appropriate presentation software to demonstrate personal understandings
62 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
CRITERIA are evidence that the student has achieved the outcomes Each student will: • access and retrieve information • formulate position • select and organize information • create multimedia presentation • identify and explain issue • participate in online forum • synthesize information • 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. B’s 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. (The 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 WebCT—http://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.
Information and Communication Technology (Division 4) Appendix C / 63 ©Alberta Learning, Alberta, Canada 2003
WAR GUILT TRIBUNAL After the defeat of the Central Powers in the First World War, the Allied Powers met at Versailles in 1919 to impose a peace settlement. One of the most controversial clauses in this settlement was the War Guilt Clause, which blamed Germany for causing the war. Unlike the events after the Second World War, there was no formal process for putting Germany and its leaders on trial. You first need to assess and evaluate the merit of the charge that Germany was primarily responsible for causing World War I. Your research should involve a variety of sources from different sides of the issue. Be prepared to defend a position as well as refute arguments. Construct a bibliography correctly citing traditional and electronic sources of information. You will then be required to assume an assigned or chosen role representing one of various participants in a war guilt tribunal. The participants are as follows. • Prosecutors: present the charge and introduce their case. This role also involves
possible cross-examination of witnesses and a final statement of guilt. • Defenders: present a statement of defence, examine key witnesses and give a final
rebuttal to the charges. • German witnesses: answer questions involving the historical role of Germany in the
era leading up to the outbreak of war in 1914. • Judges: assist in the formal conduct of this mock tribunal and render a final
judgement. 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.
Student Assessment Task
64 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Student
SOCIAL STUDIES RUBRIC WAR GUILT TRIBUNAL
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Identifies and explains issue (Theme A IV.a, Theme A IV.b)
Specifically identifies and thoroughly explains in-depth, the nature of war guilt related to the events of World War I for the role assigned
Identifies, and clearly and logically explains, the nature of war guilt related to the events of World War I for the role assigned
Generally identifies and partially explains the nature of war guilt related to the events of World War I for the role assigned
Provides little or no explanation of the nature of war guilt related to the events of World War I for the role assigned
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Synthesizes information (Process and Inquiry skills)
Synthesizes information to determine patterns and link ideas to effectively defend a position
Synthesizes information to determine patterns and link ideas to defend a position
Partially synthesizes information to determine patterns and link ideas to defend a position
Synthesizes information to defend an incomplete or indefensible position
Formulates position (Process skills)
Formulates a well-organized, completely developed position based on the assigned role and presents logical, persuasive arguments
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
Presents and defends position (Communication and Participation skills)
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.
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Appendix C / 65 ©Alberta Learning, Alberta, Canada 2003
Student
ICT RUBRIC WAR GUILT TRIBUNAL
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.4.1, C2.4.1, C3.4.1)
Uses technology efficiently to access and retrieve relevant information from a wide variety of sources representing diverse points of view about Germany’s involvement in the war
Uses technology to access and retrieve information from a variety of sources representing differing points of view about Germany’s involvement in the war
Uses technology to access and retrieve information from few sources representing more than one point of view about Germany’s involvement in the war
Uses technology to access and retrieve information from few sources representing a singular point of view about Germany’s involvement in the war
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Selects and organizes information (C1.4.2, C2.4.2, C3.4.2)
Electronically locates and organizes comprehensive evidence that effectively supports or refutes different viewpoints
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
Electronically locates and organizes little, if any, evidence
Creates multimedia presentation (C1.4.4, C7.4.3)
Creates a persuasive and engaging multimedia presentation with relevant hyperlinks incorporated
Creates a convincing multimedia presentation with relevant hyperlinks incorporated
Creates a multimedia presentation with some hyperlinks incorporated that contains some errors
Creates a multimedia presentation with few, if any, hyperlinks incorporated
Participates in online forum (C5.4.2, C6.4.4)
Participates fully in an online forum discussion to effectively present and defend a position; thoroughly and insightfully debates the positions of others
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.
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
66 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Grade 11: SOCIAL STUDIES (SS23.01)
WORLD WAR I SOLDIER
Students will demonstrate understanding of the human impact of the events of World War I by creating a profile of a soldier from one of the opposing forces.
SOCIAL STUDIES 20 OUTCOMES (Topic A: The Development of the Modern World)
No. Description
Theme 1C • 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
Process skills • summarize written materials • assess more than one point of view on an issue • use maps to gather, analyze and provide information
Communication skills defend a point of view in a multi-paragraph composition
ICT OUTCOMES
No. Description
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
C1.4.4 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
C2.4.1 consult a wide variety of sources that reflect varied viewpoints on particular topics
C3.4.2 demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic
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 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.
Information and Communication Technology (Division 4) Appendix C / 67 ©Alberta Learning, Alberta, Canada 2003
WORLD WAR I SOLDIER Until the outbreak of the Second World War in 1939, the First World War was referred to as the Great War. The greatness reflects the extent of destruction, and the impact on the lives of participants and victims. Focusing on the events and human impact of the Great War and assuming the role of an ordinary soldier, construct a self-profile of a soldier from the armies of the primary combatants. You can be of any rank and from any branch of the armed forces of: Great Britain, France, Germany, Italy, Russia or the United States. Some possible profile formats are: • a diary with entries from significant dates • letters sent home to a loved one or friend • formal dispatches sent to a commanding officer. Your profile should include: • a personal interpretation of the causes and consequences of events • personal reflections of a soldier, including descriptions of daily activities • brief descriptions of the historical events under discussion • maps and diagrams to facilitate communication of ideas about the war. Determine a method for presenting this profile to a military tribunal or war veterans group. The presentation could take the form of: • reading the profile • a visual display—poster, bulletin board, slide show • an electronic presentation.
Student Assessment Task
68 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Student
SOCIAL STUDIES RUBRIC WORLD WAR I SOLDIER
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Explains nature of warfare (Theme 1C)
Provides an in-depth, accurate explanation of factors that contributed to World War I, and roles of major combatants
Provides a clear, logical explanation of factors that contributed to World War I, and roles of major combatants
Provides a straight -forward explanation of some factors that contributed to World War I, and roles of major combatants
Lists few factors that contributed to World War I, and roles of the major combatants
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Synthesizes data (Process skills)
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
Presents findings (Theme 1C, (Communication skills)
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.
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Appendix C / 69 ©Alberta Learning, Alberta, Canada 2003
Student
ICT RUBRIC WORLD WAR I SOLDIER
Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited*
Insufficient/
Blank*
Accesses and retrieves information (C1.4.1, C1.4.2, C2.4.1)
Efficiently accesses and retrieves valid, relevant information using a variety of electronic sources
Accesses and retrieves relevant information using a variety of electronic sources
Accesses and retrieves little relevant information using a variety of elec tronic sources
Accesses, but is unable to retrieve, relevant information from electronic sources
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
Organizes information (C3.4.2, C7.4.2)
Uses technology to effectively organize information from a variety of viewpoints that is clearly summarized and directly related to the evidence
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
Uses technology to organize information from a single viewpoint
Creates profile (C7.4.3, C1.4.4)
Creates a profile using multimedia that conveys insightful, relevant and meaningful information
Creates a profile using multimedia that conveys relevant information
Creates a profile using multimedia that conveys a mixture of relevant and irrelevant information
Creates a profile using multimedia that conveys mostly irrelevant information
Presents findings (C1.4.4)
Uses multimedia to explain ideas clearly, precisely and convincingly; presentation engages and holds the interest of the audience
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.
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
70 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Division 4) Appendix D / 71 ©Alberta Learning, Alberta, Canada 2003
Appendix D
Sample Student Self-reflection Tools7 The following tools can be used to encourage students to self-reflect. Select one to use with your students.
Progress Self-reflection Name ______________________ Date ___________________ Task _______________________________________________
The steps I have completed in this task include
The steps I still have to complete include
Stumbling Blocks Self-reflection Name ____________________ Date ___________________ Task _____________________________________________ Something I did not understand about this task was 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.
72 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Now What? Self-reflection Name ______________________ Date _________________ Task _____________________________________________ Something I am going to change/correct/add/remove from this task is
Learning Self-assessment
Name _______________________ Date ________________ Task _____________________________________________
One concept I have learned from this task is
This piece of work demonstrates that I can
Check (list the criteria)
(list the criteria)
(list the criteria)
I can improve my work by
Information and Communication Technology (Division 4) Appendix D / 73 ©Alberta Learning, Alberta, Canada 2003
My Changing Goals Self-assessment Name _______________________ Date ________________ Task _____________________________________________ After reviewing this task, I would now like to achieve (define revised goals).
I would like to do this because (explanation).
74 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Division 4) Appendix E / 75 ©Alberta Learning, Alberta, Canada 2003
Appendix E
Student Profiles Name: Subject: Grade: Reporting Date:
Division 4 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
76 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Division 4 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Appendix E / 77 ©Alberta Learning, Alberta, Canada 2003
Division 4 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
78 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Division 4 Level 4 Level 3 Level 2 Level 1
Excellent (Wow!)
Proficient (Yes)
Adequate (Yes, but…)
Limited (No, but…)
ICT Learner Outcome Date: Date: Date: Date:
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
Student Learning Goals
• Area of need (What’s hard for me): − Action
• Strength to enhance: − Action
Information and Communication Technology (Division 4) Glossary / 79 ©Alberta Learning, Alberta, Canada 2003
Glossary
Achievement a student’s demonstration of knowledge, skills and attitudes relative to grade
level curriculum standards
Assessment collecting information on student achievement and performance to improve student learning
Contextualize 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
Evaluation judgement regarding the quality, value or worth of a response
Formative Assessment
ongoing assessment providing information to guide instruction and improve student performance
Performance the quality of a student’s demonstration of the learner outcomes
Performance Assessment
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
Reliability consistency of assessment results
Rubric a fixed measurement scale and list of criteria that describe the quality of products or performances used to evaluate a student’s performance
Standard expected level of performance in relation to a specified curriculum outcome for a division or grade
Student Profile a chart that illustrates both the outcomes that have been taught and the student’s level of performance
Summative Assessment
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
Validity appropriateness, adequacy and truthfulness of interpretations made from assessment information based on learner outcomes
80 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Information and Communication Technology (Divi sion 4) References / 81 ©Alberta Learning, Alberta, Canada 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, 2000–2003. 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. 658–660. Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York, NY: BasicBooks, 1993. Goodrich, Heidi. “Understanding Rubrics.” Educational Leadership 54, 4 (1996), pp. 14–17. Gregory, Kathleen, Caren Cameron and Anne Davies. Knowing What Counts, Book One—Setting 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 Two—Self-
Assessment and Goal Setting: For Use in Middle and Secondary School Classrooms. Merville, BC: Connections Publishing, 2000b.
82 / Classroom Assessment Tool Kit Information and Communication Technology (Division 4) 2003 ©Alberta Learning, Alberta, Canada
Guskey, Thomas R. “Reporting on Student Learning: Lessons from the Past—Prescriptions for the Future.” In Thomas R. Guskey (ed.), Communicating Student Learning: 1996 ASCD Yearbook (Alexandria, VA: Association for Supervision and Curriculum Development, 1996), pp. 13–24.
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 Educator’s 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.