Example Technology Performance Assessment Task

 

Task #2

Written Sequence of Steps

Grade

2

Content Area(s)

Writing

Unit Title/Theme

Informational Writing: Procedures

Task Developer/Author

Wendy Cunningham

 

 

 

 

1.                 Setting the Context

 

This task will be incorporated into an Informational Writing unit on Procedures. 

 

This task will occur over a period of several days to accommodate the various stages of the writing process.  Work on the computer can be done as a center for students to cycle through.  Students will keep track of their progress using a checklist.  The task provides opportunities for a variety of learning styles (visual, auditory, and tactile/kinesthetic).

 

 

 

2.                 Grade Expectations/Standards

 

Technology

 

IT 1 – Basic Operations & Concepts

 

IT3 – Productivity Tools

·        Entering, selecting, deleting text.

·        Manipulating styles (e.g. bold face, italicize and underline).

 

 

 

 

 

 

Content

 

Writing

 

Standard 1.5: Writing Dimensions

 

Writing Process

W2:1    Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.

 

            Standard 1.10 Procedures

 

            Informational Writing: Procedures

            W2:13  In written procedures, students organize steps of procedures by:

·        Listing steps in logical order

·        Providing a list of materials to be used, if appropriate.

 

 

 

 

3. The Performance Task

 

Students will create a written sequence of steps using a word processing program.

 

GOAL:  The students will create a written procedure using a word processing program.

ROLE: The roles of the student are writer and peer reviewer.

AUDIENCE: The audience consists of the instructor, self and peers.

SITUATION: This task will be incorporated in an Informational Writing unit on Procedures.  This task will provide the opportunity to synthesize their knowledge of the writing process with their technology skills. 

PRODUCT: A Written Procedure

 

4. Activities

The teacher will pass out a checklist to each student and set the scene for the writing project – “You will be using the computer to write a set of instructions called a procedure piece.  After you write the steps, you will mix them up and a friend will try to put them back in order!”

1.      Students will choose a topic for their procedure from the following list:

a.       How to Tie Your Shoes

b.      How to Make A Peanut Butter and Jelly Sandwich

c.       How I Get Ready for School in the Morning

2.      Students will brainstorm the steps necessary for the procedure (prewriting).

3.      Students will draft the procedure on the computer using a word processing program.  They will list the steps of their chosen procedure, using the proper keys to format and punctuate the text.  They add basic formatting (increase font size and bold face) and alignment (center title using the centering alignment tool).

4.      Students will conference with the teacher and a peer about their draft.

5.      Students will make revisions, save and print their document.

6.      Students will use the mouse and cut/copy/paste (using right-click/hold) to rearrange the procedure out of order.

7.      Students will switch computers with a peer and put the procedures in the correct order without using the keyboard.

8.      Students will then conference with their peer to critique the procedure piece answering these questions:

a.       Could you follow the steps?

b.      What did the writer do well?

c.       What might the writer change?

 

 

5. Materials and Resources

Procedure Topic List

Writing Process Checklist

Computers with Word Processing program

Printer

Paper

Pencils and Erasers

 

 

 

6. Criteria/Rubric

 

Grade Expectation

Just Starting

With Assistance

Met the Standard

Basic Operations

Differentiating between right and left mouse click [Windows] or click, hold, and drag [Mac/Windows], recognizing and using keys: letters, numbers, and space bar, shift, return/enter, punctuation, delete/backspace keys)

 

 

 

Launching a program from the desktop using a shortcut or alias.

 

 

 

Creating, opening, saving, and printing a document.

 

 

 

Cutting, copying, and pasting within a document.

 

 

 

Productivity Tools

Entering, selecting, deleting text

 

 

 

Manipulating styles (e.g., bold face, italicize and underline).

 

 

 

Writing Process

Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.

 

 

 

Informational Writing: Procedures

Steps are listed in a logical order.

 

 

 

Includes a list of materials if appropriate.

 

 

 

 

7. Checklist

Student procedure writing piece checklist example:

            I chose my topic.

            I brainstormed my ideas.

            I used (program) to write the steps.

                        The title is centered.

                        I used different font sizes.

                        I used bolding.

            I met with the teacher and a friend.

            I made changes to my piece.

            I saved my piece.

            I printed my piece.

            I used the mouse to put the steps out of order for a friend to fix.

            I fixed the steps in a friend’s piece without using the keyboard.

            I told my friend my thoughts about his piece.

            I listened to what my friend had to say about my piece