Example Technology Performance Assessment Task

 

Task #4

Electronic Graph Made from Survey Results

Grade

4

Content Areas

Math

Unit Title/Theme

Red Clover Books Exit Poll Data

Task Developer/Author

Jeanie Phillips

 

 

 

 

1.                 Setting the Context

 

Vermont students in grades kindergarten through four select the Red Clover Book of the Year. Students explore the Red Clover books in a variety of ways over the course of the year.  Each student must read/have read a majority of the books nominated by the Red Clover Book Committee in order to vote.  In March students vote for their favorite book, votes are tallied and sent to the committee. The committee adds up school votes and presents the award to the biggest vote getter.

 

 

2. Grade Expectations

 

Technology

 

IT1- Basic Operations & Concepts

  • Navigating between open windows.
  • Locating files and folders using the Find command.

 

IT3- Productivity Tools

  • Entering data into and manipulating an existing database by browsing, sorting and searching/finding/querying.
  • 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

 

M4:25- Organizes and displays data using line plots, bar graphs, tally charts and frequency charts, or tables to answer question related to the data, to analyze the data to formulate or justify conclusions, or to make predictions.

 

 

 

 

 

 

 

3. The Performance Task

 

Students will use a database and spreadsheet to analyze data about the schools Red Clover Books exit poll.

 

Goal(s):

Students will collect, analyze and draw conclusions from data.  They will discover trends and demographic differences and chart their results.

 

Role:

Pollsters

 

Audience:

The Red Clover Book Committee and Vermont Library Conference attendees

 

Situation:

Each year the Red Clover Committee asks students to select the Red Clover Book of the year.  This year the committee wants to get behind the data. They have selected you as pollsters. Your job is to create and conduct an exit poll, enter the data into a spreadsheet and analyze it.  You will use the data to formulate a conclusion and create a graph to illustrate the conclusion.  Finally, you will present your results to committee members.

 

Product/Performance:

A Electronic Graph Made from Survey Results

 

4. Activities

 Day 1 Teacher introduces the scenario.  Students create exit poll survey

  • Brainstorm data to be collected (e.g., grade, age, gender, book voted for)
  • Decide, as a class, which data to collect
  • Create a survey as a class

 

Day 2 Students will collect data using the exit poll survey.  Students work the polls, assisting students in completing the survey after they cast their votes.

 

Day 3 Students enter the data they collected into the existing database. 

 

Day 4 Students browse, sort and search data to answer the following questions:

·        Did boys and girls vote the same or differently?

·        Did kids in grades k-2 vote differently thank kids in grades 3-4?

·        Did kids vote differently based on their age?

·        Additional questions based on student created survey

Students select the question that most interests them for future work.

 

Day 5 Students use the find command to locate the appropriate teacher created spreadsheet based on the question they selected in Day 4. Students input selected data into a spreadsheet. They navigate between the database and spreadsheet as the copy and paste between the two programs. Students use the spreadsheet to create a graph and formulate a conclusion about the data (e.g., If only boys had voted the Red Clover Book of the year would be Knuffle Bunny instead of Going Home).  Students prepare to explain their data and graph to the committee.

 

Day 6 Students present their work to the class and committee:

  • Explain how the graph represents the numerical data.
  • Showing how the graph supports their conclusion.

 

 

 

5. Materials and Resources

Computers

Teacher created database

Teacher created spreadsheets

Printer

 

 

 

 

 

 

 

 

6. Criteria/Rubric

Technology

 

Grade Expectation

Introduced

With Assistance

Met the Standard

Basic Operations

Navigating between open windows

 

 

 

Locating files and folders using the Find command.

 

 

 

Social, Ethical & Human Issues

Not Assessed

 

 

 

Productivity Tools

Entering data into and manipulating an existing data base by browsing, sorting and searching/ finding/querying.

 

 

 

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).

 

 

 

Communication

Not Assessed

 

 

 

Research, Problem Solving & Decision Making

Not Assessed

 

 

 

 

 

Content

Level

Novice

Apprentice

Practitioner

Expert

Understanding

There is no solution, or the solution

has no relationship to the task.

The solution addresses none of the

mathematical components presented

in the task.

The solution is not complete indicating

that parts of the problem are not

understood.

The solution addresses some, but not

all of the mathematical components

presented in the task.

Uses a strategy that leads to a

solution of the problem.

Uses effective mathematical reasoning.

The solution shows a deep under-

standing of the problem including the

ability to identify the appropriate

mathematical concepts and the information necessary for its solution.

Strategies, Reasoning, Procedures

No evidence of a strategy or procedure,

or uses a strategy that does not help

solve the problem.

No evidence of mathematical

reasoning.

Uses a strategy that is partially useful,

leading some way toward a solution,

but not to a full solution of the problem.

Some evidence of mathematical reasoning.

There is a clear explanation.

There is appropriate use of accurate mathematical representation.

Uses a very efficient and sophisticated

strategy leading directly to a solution.

Employs refined and complex reasoning

Communication

There is no explanation of the solution,

the explanation cannot be understood

or it is unrelated to the problem.

There is an incomplete explanation, it may not be clearly presented.

There is a clear explanation.

There is appropriate use of accurate mathematical representation.

There is a clear, effective explanation

detailing how the problem is solved.

All of the steps are included so that the reader does not need to infer how and why decisions were made.