Example Technology Performance Assessment
Task
|
Task #5 |
Essay on Social, Ethical & Human Issues |
|
Grade |
3 |
|
Content Areas |
Writing |
|
Unit Title/Theme |
Writing an Appropriate Use Policy |
|
Task Developer/Author |
Jeanie Phillips |
1.
Setting the Context
This task will be integrated into a Library Media unit on the appropriate use of school technology. The task will occur over several Library Media classes to accommodate the research and writing process. Students will work individually and in groups, incorporating class discussion and Internet research into the writing process.
2. Grade Expectations
Technology
IT1- Basic Operations & Concepts
- Creating, naming, and renaming folders.
- Creating folders within folders (nested folders).
- Cutting, copying, and pasting within a document and across documents.
IT2- Social, Ethical & Human Issues
- Describing basic issues related to the responsible and safe use of technology. (e.g., appropriate use of email, respect for others’ electronic property, maintaining confidentiality)
- Describing personal consequences of inappropriate use.
IT3- Productivity Tools
- Adding non-textual elements (e.g., arrows, lines, shapes, etc.).
- Manipulating styles (e.g., fonts, style, size, color of text, alignment).
- Using spell check
Content
Writing in Response to Literary or Informational Text
W3:5 In response to literary or informational text, students show understanding of plot/ideas/concepts by...
• Setting context using author, title, and one reference to what text is about
• Connecting what has been read (plot/ideas/concepts) to prior knowledge, which might include other texts
W3:6 In response to literary or informational text, students make and support analytical judgments about text by...
• Stating a focus (purpose), when responding to a given question
• Using prior knowledge, details, or references to text to support focus
• Making inferences about content, events, characters, or setting
W3:7 In response to literary or informational text, students engage readers by...
• Organizing ideas, using basic transition words, and having a concluding statement/sentence (organization)
3. The Performance Task
Students will research safe and responsible use of technology and the personal consequences of inappropriate use. Students will translate the schools acceptable use policy into easily understood language and provide examples of the consequences of inappropriate use.
Goal(s):
Students will understand the acceptable use policy and consequences of inappropriate use. Students will create a more easily understood version of the policy and include the rationale for the policy.
Role:
Special Appointee to the School Board
Audience:
The School Board, students and parents
Situation:
The School Board has received a complaint from a parent. It seems that a student at our school was disciplined for inappropriately using school computers. The parent says that though the student signed the acceptable use agreement, she couldn’t possibly have understood it. The School Board has appointed a select group of students to make the acceptable use policy understandable to themselves, students and parents.
As a Special Appointee to the School Board your job is to translate the policy into easily understood language. The students at [Insert Name Here] School are a discriminating bunch- they not only want to know what the policy is, but why they should follow it. Your policy will outline acceptable use and make a case for student compliance.
Product/Performance:
Students will write a brief essay on Social, Ethical &
Human Issues
4. Activities
Day 1 As a class read and discuss school acceptable use policy. Introduce graphic organizer and brainstorm the meaning of the terms acceptable/appropriate use and unacceptable/inappropriate use. Use the graphic organizer to brainstorm ideas into two categories: acceptable/appropriate use and unacceptable/inappropriate use.
Day 2 Using teacher selected Internet resources, students research personal consequences of inappropriate use. Students will add information to a third category on their graphic organizer: consequences of inappropriate use, copying and pasting data from the Internet into the graphic organizer. Students share their findings at the end of the class.
Day 3 Students will use the graphic
organizer and a word processing program to draft a brief essay describing the
safe and responsible use of technology and the personal consequences of inappropriate
use. Students will be sure to reference their work. Students will create a
folder and save their document in the folder.
Day 4 Students will spell check their
document. Students will manipulate styles and add lines or other non-textual
elements to enhance the look of their essay. Students will save their work.
5. Materials and Resources
Schools’ acceptable use policy
Computers with Internet connection and browser, and word processing software
Graphic
Organizer: (students fill in boxes below and drag them into the appropriate
category)
Internet Resources:
CyberNetiquette Comix - http://disney.go.com/cybersafety/
Welcome to CyberNetiquette Comix, an entertaining, interactive way
for families to learn valuable lessons about online safety. Join classic Disney
characters for adventure, fun, and online awareness tips. We encourage parents
and children to enjoy and discuss these interactive fables together.
Kid Safety on the Internet - http://www.ou.edu/oupd/kidsafe/inet.htm
A broad guide on all types of safety issues written FOR kids.
(Parents can read through it with younger kids.) Over 57 short pages covering
27 topics with a graphic on every page and 147 safety tips for kids on a wide
range of topics from handling emergencies to - dealing with strangers to -
internet safety.
MCPL Children's Services -
Internet Safety - http://www.monroe.lib.in.us/childrens/netsafe.html
A very good article on how to keep yourself safe
on the Internet.
Safe Kids Home Page - http://www.safekids.com/
Welcome to SafeKids.Com where you'll find tips,
advice and suggestions to make your family's online experience fun and
productive.
Surfing Safely on the Internet
with 2nd and 3rd Graders - http://www.siec.k12.in.us/~west/proj/surf/
Welcome to our published project created by Second
Graders and Third Graders! We will show twenty topics that explain what the
Internet is, how you navigate on the Internet, the benefits from using the
Internet, and seven online safety rules for using the Internet.
Web Wise Kids - http://www.webwisekids.com/
The mission of this web site is to act as an
Internet safety resource center for parents, teachers and children. It is also
our desire to help parents and teachers equip themselves and their children for
the possible dangers that lurk in cyberspace, and to prepare them to make good
choices when confronted with difficult or confusing situations online.
6. Criteria/Rubric
|
Grade Expectation |
Introduced |
With Assistance |
Met the Standard |
|
Basic Operations |
|||
|
Creating,
naming, and renaming folders. |
|
|
|
|
Creating folders within folders (nested folders). |
|
|
|
|
Cutting, copying, and pasting within a document and across
documents |
|
|
|
|
Social, Ethical & Human Issues |
|||
|
Describing
basic issues related to the responsible and safe use of technology. (e.g., appropriate use
of email, respect for others’ electronic property, maintaining
confidentiality) |
|
|
|
|
Describing
personal consequences of inappropriate use. |
|
|
|
|
Productivity Tools |
|||
|
Adding non-textual elements (e.g., arrows, lines, shapes, etc.). |
|
|
|
|
Manipulating
styles (e.g., fonts, style, size, color of text, alignment). |
|
|
|
|
Using
spell check |
|
|
|
Writing Rubric
|
Dimensions
of Writing Standard 1.5 Criteria |
Exceeds the Standard Accomplished Writing |
Meets the Standard Accomplished Writing |
K – 3 Below the Standard |
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|
Grade 4 Intermediate Writing |
Grade 4 Basic and Limited Writing |
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Purpose
·
Context ·
Focus/Controlling Idea ·
Evidence of gathered information ·
Audience |
Includes
relevant background information (context) Focus
is clear Report
stays on focus |
Includes relevant
background information (context) Focus is clear Report stays on focus |
Little
context Has
topic and attempts a focus. |
No context Topic
and/ or focus may be unclear and/or shift |
|
|
Organization ·
Overall coherence ·
Appropriate organizational
patterns |
Has
clear, consistent coherence and organization Has
compelling introduction and/or conclusion that supports focus Uses
transitions |
Has clear, consistent
coherence and organization Has introduction, body,
and conclusion that support focus Uses some transitions |
May
have some organizational
structure |
May
have little or no organization |
|
Details/Elaboration
·
Naming ·
Describing ·
Explaining ·
Comparing |
Has
a depth of information Details
are relevant to topic, purpose, and audience Uses
a variety of elaboration strategies |
Has some supporting
information. Details support the focus Ideas are elaborated
appropriate to grade level |
May
have random and/or irrelevant details. Ideas
are not elaborated or details are insufficient to support focus |
||
Voice and Tone
·
Vocabulary ·
Sentence structure ·
Sentence variety |
Voice
of a knowledgeable person Uses
effective vocabulary, sentence structure and/or variety
|
Voice is of a person who
desires to convey gathered information Uses appropriate
vocabulary, sentence structure and/or variety |
Uses
confusing language (sentence structure and vocabulary). Uses
pale vocabulary and basic sentence structure |
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