Example Technology Performance Assessment
Task
|
Task # 4 |
An Electronic Graph Made from Survey Results |
|
Grade |
4 |
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Content Area(s) |
Health |
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Unit Title/Theme |
Bicycle Safety |
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Task Developer/Author |
Barbara Lacy |
1.
Setting the Context
This task takes place during a larger unit on Health. This task is designed to raise awareness of the importance of bicycle safety. It will take five daily sessions of forty minutes each to complete this task.
During this unit, students will conduct a school-wide bicycle safety survey. The survey results will be entered into a teacher generated database. From the database students will create graphs and charts demonstrating the relationship between graphical representation and numerical data.
The children will publish the results of their findings by constructing a bulletin board in a central location within the school.
2. Grade Expectations
Technology
IT1 – Basic Operations & Concepts
·
Navigating
between open windows
IT3 – Productivity Tools
·
Entering
data into a spreadsheet template.
·
Explaining
the relationship between data and visual representation (graph)
·
Creating a graphical representation
of numerical data (e.g., bar line, and pie)
Content
HE3-4:1 – Students will understand how to reduce their health risks through the practice of healthy behaviors by:
· a. Comparing behaviors that are safe to those that are risky or harmful (e.g., bicycle safety, handling weapons, use of medicines, appropriate vs. inappropriate touch).
· b. Identifying protective behaviors and
strategies to avoid/manage unhealthy or dangerous situations (e.g., helmets,
seat belts).
3. The Performance Task
Students will demonstrate their
understanding of how to reduce their health risks when riding bicycles. Working in groups, students will create and
conduct a school-wide survey of all K-6 students regarding bicycle safety. They
will input selected numerical data into a teacher created database which they
will locate using the Find command. Navigating between two or more open
windows, each student will produce a chart or a graph from the data. Once they have completed the graph, each
student will write a statement
explaining the relationship between the graphical and the numerical data.
Goal(s): Through a school-wide survey, the creation
of a database and the development of graphs based on
spreadsheet data, students will understand how to reduce their health risks
when riding bicycles.
Role: Surveyor
and analyzer
Audience:
Principal and school community
Situation: The
principal has noticed children riding their bicycles to school without wearing
the proper safety equipment. She has
asked our class to conduct a school-wide survey to determine the extent of
improper bicycle safety. Based on the
results of our survey, we will work with the principal to develop ways to raise
awareness of the importance of the utilization of proper bicycle safety
equipment and safe riding rules.
Product/Performance: An Electronic Graph Made from
Survey Results
4.
Activities
Prior to
Assessment Activities
Activity 1 – Relay the principal’s concerns about school bicycle safety to whom?. Follow with a class discussion to give the teacher an opportunity to informally assess the children’s knowledge of bicycle safety.
Activity 2 – Introduce the importance of bicycle safety by placing the following facts on an overhead:
Approximately
28 million children in the
In 1998,
194 children (ages 5-14 years) in the
Of the 194 children killed, 125 died of traumatic brain injuries.
Each year, an estimated 20,000 children suffer a non-fatal brain injury while riding a bike.
Bicycle helmets prevent up to 85% of head injuries and 88% of serious brain injuries.
An estimated $395 is saved in medical and other costs for every bicycle helmet sold.
No assessment here. If they were going to use the data as a part of the task… it would be.
Activity 3 – Students will brainstorm a list of risks when riding a bicycle. Discuss ways that each risk could be avoided by discussing/reviewing bicycle safety rules.
Activity 4 - As a result of this discussion, the class will work with the teacher to design a bicycle safety survey. For example: Do you wear a bicycle helmet? Do you tightly secure the strap to your chin? Where do you ride your bike (with traffic, against traffic, etc.) Do you use hand signals when turning? Some general questions will also be included (age, grade, gender, etc.).
Activity 5 – The teacher will assign the children specific grades with which to conduct the survey.
Assessment begins
here
Assessment Activity 1 – Once the survey is completed,
students will enter the data in a teacher created database which they will
locate using the Find command.
Assessment Activity 2 – Using the database, students may sort and query the data alphabetically or numerically to answer predetermined questions (Ex. Sort: Sort numerically from most to least the total number of helmets used per class, hand signals used, etc. Query: How many boys wear helmets? Do more girls than boys secure their chinstrap?) Thereby demonstrating their ability to browse, sort and search the data.
Assessment Activity 3 – Once the questions are answered, the students will input selected numerical data into a teacher created spreadsheet which they will again locate using the Find command.
Assessment Activity 4 - Navigating between two open windows, the students will produce a graph or chart from the data.
Assessment Activity 5 – Using a text box on the graph or chart, students will explain the relationships between the graphical representation and the numerical data.
Assessment Activity 6 – In a whole group discussion, the class will summarize the results of their findings in a teacher created letter to the principal.
Assessment Activity 7 – The children will publish the results of their findings on a centrally located bulletin board within the school.
Assessment Activity 8 – The children will individually construct a T-chart which lists risky behaviors on the left and safe bicycle practices on the right. In addition students will draw a labeled poster depicting protective behaviors and strategies to avoid dangerous situations when riding a bicycle. This document can be used as an assessment of content.
5.
Materials and Resources
1. Neuroscience for Kids Website – www.faculty.washington.edu/chudler/kphel.html (Designed for children and adults; information on bicycle safety and use of helmets)
2. National Highway Traffic Safety Administration website (Designed for children; contains games, a video and bicycle safety tips).
3. Word processing software
4. Database software
5. Spreadsheet software
6. Printer
7. Copy machine
8. School student population count
9. Bulletin Board
10. Construction paper
11. Lettering
12. Poster Board and markers
6.
Criteria/Rubric
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Grade Expectation |
Introduced |
With Assistance |
Met the Standard |
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Basic Operations |
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Navigating between open
windows |
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Locating
files and folders using the Find command. |
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Social, Ethical & Human Issues |
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Not Assessed |
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Productivity Tools |
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Entering
data into and manipulating an existing data base by browsing, sorting and
searching/ finding/querying. |
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Entering data into a spreadsheet template. |
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Explaining the relationship between data and visual representation (graph). |
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Creating a graphical representation of numerical data (e.g., bar line, and pie). |
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Communication |
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Not Assessed |
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Research, Problem Solving & Decision Making |
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Not Assessed |
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Content Rubric
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Below Standard |
Meets Standard |
Exceeds Standard |
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Compares bicycle safety behaviors that are safe to those that are risky or harmful |
The T-chart provided only 1-2 accurate compared behaviors. |
The T-chart provided 3-4 accurate compared behaviors. |
The T-chart provided five or more accurate compared behaviors. |
|
Identifies protective bicycle safety behaviors and strategies to avoid dangerous situations |
The poster identified only 1-2 behaviors and/or strategies. |
The poster identified only 3-4 behaviors and/or strategies |
The poster identified 5 or more behaviors and/or strategies |