Example Technology Performance Assessment Task

 

Task #1

A Research Presentation

Grade

3

Content Area(s)

Writing

Unit Title/Theme

Cultural Influences in Folktales

Task Developer/Author

Stephanie McMahan

 

 

 

 

1.                 Setting the Context

 

This Model could be incorporated into a Folk and Fairy Tale Unit. Students will read 4 folk tales from different countries and look at the culture behind the stories. This Task incorporates information literacy and technology skills. Differentiated learning could include practice drills making slides, literature response of one of the folk tales to review writing structures. This task will take two to three weeks, depending on availability of resources.

 

 

2.                 Grade Expectations/Standards

 

Technology

 

IT1 - Basic Operations & Concepts

·         Launching a program from the desktop

 

IT4 – Communication

·         Creating a slide presentation including title slide, graphics, text, voice, sound related to topic and documentation of sources.

 

IT5 - Research, Problem Solving & Decision Making

·         Using multiple resources including:

o        Library catalog

o        Electronic resources

o        Internet web pages

·         Navigating to various websites by typing a URL into a browser or using a list of links identified by the teacher.

·         Navigating using forward, back, home, and refresh.

Using hyperlinks to navigate the World Wide Web.

 

 

 

 

Content

 

Informational Writing: Reports

W3:8 In reports, students organize information by…

• Grouping ideas into a beginning, middle, and end

• Using basic transition words

 

W3:9 In reports, students effectively convey a perspective on a subject by…

• Establishing a topic (purpose)

• Stating a focus/controlling idea (purpose) on a topic

 

W3: In reports, students demonstrate use of a range of elaboration 10 strategies by…

• Including details/information relating to topic

• Including details/information relevant to focus

• Including details for appropriate depth of information: naming, describing, explaining, comparing, or use of visual images

 

 

3. The Performance Task

 

Students will learn about the differences in cultures through the study of Folk Tales and present what they have learned  in a Multimedia Presentation. 

 

Goal: The goal is to broaden student’s knowledge of how folk tales are influenced by culture.

Role: Students will select a character from one of the folk tales as they investigate the cultures of two different countries and contrast and compare 2 (two) specific cultural influences through the countries celebrations. (Example of characters: Tikki Tikki Tembo, Rabbit, Coyote, Baba Yaga, etc.)

Audience: The target audience will be the instructor, self, and peers.

Situation: Students will invite relatives from different countries into the classroom to talk about their culture. Students will take a magic carpet ride to different countries imagining they are a character from one of the Folk Tales. Their mission is to find out all they can about 2 different countries and report back to their classmates with a multi-media Slide Presentation in their classroom.

 

Product/ Performance: Multimedia Research Presentation on the Cultural Influences of Folk Tales

 

4. Activities

1-2 Class periods-Students will listen to 4 Folktales from different countries: . Baba Yaga and theWise Doll by Hiawyn, Oram-Russia; The Hunterman and the Crocodile by Baba Wague Diakite-Africa; Tikki Tikki Tembo by Arlene Mosel-China; The Tale of the Rabbit and the Coyote by Tony Johnston-Mexico. The class will decide which 2 countries to investigate. Students will select one of the characters from the folktale and research as a reporter from that character’s point of view.

 

Activity 1 - Research

·        1 class periods-Use the Library electronic catalog to find a non-fiction book about your country. Use the Student Worksheet to write 1 fact about one of your country’s celebrations

·        1 class periods-Research a CD-ROM or Online Encyclopedia and find a fact about each of the two countries. Write your CD-ROM or Online Encyclopedia information on the worksheet.

·        1 class periods-Research the Internet (links are already established by teacher) and find a fact about each of the two countries. Write your Internet information on the worksheet

·        1-2 class periods - Teacher leads students through a process of analyzing the information

·        1 class period – students make “connections” between their fairytales and begin to plan their presentations.

 

Activity 2 – Multimedia presentation

·        1 class periods -Slide #1-Create a title page with the title of your report and your name.

·        1 class periods -Slide #2-Type your focus statement.

·        1 class periods -Slide #3-Type your evidence about the similarities of your countries celebrations.

·        1 class periods -Slide #4-Type your evidence about the differences of your countries celebrations.

·        1 class periods -Slide #5-Type your conclusion restating your focus statement and making a connection between one of the folk tale books the cultural influence (Ex-There is a dragon in Tikki Tikki Tembo by Arlene Mosel similar to the dragons in Chinese New Year.)

·        1 class periods -Slide #6- Fill out the Bibliography Template and paste into slide show. 1 class-Add Graphics from Clip Art to all of your slides, Add Sound if available

 

 

Activity 3 – Oral Presentation

·        1-2 class periods -Makes a presentation of 6 slides or more to the class. Fill out student evaluation

 

 

5. Materials and Resources

·        Computers-mobile unit, lab or pod of computers

·        Printer

·        Internet connections

·        Multimedia software

·        Library Electronic Card Catalog

·        CD-ROM or Online Encyclopedia

·        Student Worksheet to collect information

·        Bibliography template

·        Student Evaluation

·        Clipart

·        Book Suggestions: Baba Yaga and theWise Doll by Hiawyn, Oram-Russia;

·        The Hunterman and the Crocodile by Baba Wague Diakite-Africa;

·        Tikki Tikki Tembo by Arlene Mosel-China;

·        The Tale of the Rabbit and the Coyote by Tony Johnston-Mexico

 

6. Criteria/Rubric

 

Technology Task #1: Multimedia Research Report

Assessment
3rd Grade

 

 

 Element

Possible
Points

 

 

 

 

4

3

2

1

 Launching a program from the desktop

 4

Can launch a program from the desktop all by themselves

Can launch a program from the desktop all by themselves.

Can launch a program from the desktop with help.

Unable to launch a program from the desktop.

Creating a slide presentation including title slide, graphics, text, voice, sound related to topic and documentation of sources.

 4

All content is included in   the slide presentation and possibly more.

Almost all content is included in the slide presentation.

At least half of the content included in the slide presentation.

Less than half of the content is included in the slide presentation. 

 

 Using multiple resources including:

Library catalog

Electronic resources

Internet web pages

 

 4

All content is included in   the Student Worksheet and possibly more.

Almost all content is included in the Student Worksheet.

At least half of the content included in the Student Worksheet

Less than half of the content is included in the Student Worksheet

Navigating to various websites by typing a URL into a browser or using a list of links identified by the teacher.

 

 4

Can navigate a website from the Internet all by themselves

Can navigate a website from the Internet all by themselves.

Can navigate a website from the Internet with help.

Unable to navigate a website from the Internet

Standard 1.8 In written reports, students organize and convey information and ideas accurately and effectively.

 

 

 

This rubric is adapted from materials created by the New Standards Project.

Criteria

Score Point 5

Exceeds Standards

Score Point 4

Accomplished Writing

Score Point 3

Intermediate Writing

Score Point 2

Basic Writing

Score Point 1

Limited Writing

Score Point 0    Unscorable        There is no evidence of an attempt to write a report.

 

Unscorable

PURPOSE, STANCE

VOICE/TONE

(Controlling Idea)

 

·          Evidence of gathered information

·          Analysis of a situation followed by a suggested course of action

·          Prediction of possible outcomes of a situation

·          Appropriate stance

·          Anticipation of reader needs

_____________ORGANIZATIN

COHERENCE

·          Appropriate patterns: chronological;historical; specific to general; general to specific; causal; sequential; other, appropriate for specific report

·          Overall coherence

_____________

ELABORATION STRATEGIES, DETAILS

·          Using specific, concrete strategies

·          Comparing, contrasting

·          Naming, describing

·          Reporting conversation

·          Reviewing the history

·          Explaining the possibilities

·          Creating a scenario

 

Meets all the criteria listed in score point 4 and uses strategies not always thought of for reporting information – e.g., personal anecdotes or dramatization impart information in an entertaining way.

 

Precise use of language conveys intent clearly and concisely.

 

The writer may reflect on the significance of the information.

 

Shows an exceptional awareness of readers’ concerns and needs.

 

May demonstrate an unusual pattern or framework in which to embed information.

 

The writer is extremely selective in presenting information, including relevant material and excluding that which would clutter the report.

 

 

 

 

 

 

 

 

 

 

 

 

 

A sense of purpose stated strongly or implied, unifies and focuses the report.

 

Shows a clear sense of direction appropriate to its purpose.

 

Stance is that of a knowledgeable person presenting relevant information (voice & tone).

 

Context is clear throughout.

____________

 

Organized in a pattern or framework suited to purpose, audience, and context.

 

Strong overall coherence and balance; uses transitions. Tight construction without extraneous material.

 

Compelling opening, strong informative body, and satisfying conclusion (organization).

______________

 

Uses a variety of elaboration strategies effectively and appropriately; cites references as needed.

Details are relevant to the topic, purpose, and audience.

 

Provides depth of information.

 

States controlling idea/focus but may not use it effectively to unify report.

 

 

Shows evidence of having a general rather than a focused purpose in presenting information.

 

Stance is that of a person who has a desire to convey gathered information but sense of audience is vague (voice & tone).

 

Establishes sufficient context.

 

__________________

 

Generally uses a predictable pattern.

 

 

 

Has overall coherence; uses some transitions.

 

 

Clear beginning, middle, and end; may provide considerable information.

 

_______________

 

General information, not well supported by concrete examples.

 

 

 

 

 

 

 

Some information may be irrelevant.

 

Defines subject with a simple statement rather than controlling idea/focus.

 

 

Conveys a lack of evident purpose.

 

 

 

 

May be a monotone (voice & tone).

 

 

May offer little context.

 

______________

 

Usually shows an organized plan but may have digressions.

 

Has general coherence, stays on topic but may show weak transitions between paragraphs or sentences.

 

May have a lengthy opening and abrupt closure; may present random bits of information.

______________

Relies on general rather than specific details. May use irrelevant details, often presented in a list.

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