Example Technology Performance
Assessment Task
|
Task
# 1 |
Written Report with Graphics/Illustrations |
|
Grade
|
5 |
|
Content Area |
Science/Writing |
|
Unit Title/Theme |
Sea Turtle Report |
|
Task
Developer/Author |
Claire Reczek/Cindi Roberts |
Setting the Context
This task is part of a month long 5th grade multidisciplinary unit on the study of the human threats to the World’s Sea Turtle population. Students will watch and participate in an interactive program on the eight threats to the Loggerhead Sea Turtle Population. Students will design and paint batik turtle drawings, adopt a turtle from the Turtle Survival League and track their turtle’s movement online throughout the school year. Additionally, they will find other documented sources of threats to the sea turtles. Students will compare carapace (top shell) size of their turtle and use data to create a math graph.
The purpose of this task is to have students
create a written report with graphics and/or illustrations that includes the
eight human threats to the World’s Sea Turtle population and how to help
protect the sea turtles.
2. Grade Expectations/Standards
Technology
IT1 - Basic Operations & Concepts
· Using effective keyboarding:
o posture (i.e., back straight, body leaning slightly forward, etc.)
o techniques (e.g., eyes on monitor or copy-not the keyboard, etc.)
o attitudes (e.g., willingness to change habits, persistence and diligence
IT2 - Social, Ethical & Human Issues).
Documenting sources of information obtained through electronic resources using
acceptable formats.
IT3 - Productivity Tools
·
Embedding an original piece of art, applying
text wrap and resizing.
· Adding non-textual elements (e.g., arrows, lines, shapes, etc.).
· Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists).
·
Using spell check, and thesaurus
Content/Science
Natural Resources
S7-8:49
Students demonstrate their understanding of Processes
and Change within Natural Resources by…
Identifying
a human activity—in a local environment—
and determining the impact of that activity on a specific
(local) natural resource.
Writing: Reports
W5:8 In reports,
students organize information/concepts by…
• Using an
organizational text structure appropriate to focus/
controlling idea
W5:9 In reports,
students effectively convey a perspective on a
subject by…
• Stating and maintaining
a focus/controlling idea (purpose) on a
Topic
W5: In reports,
students demonstrate use of a range of elaboration strategies by…
• Including facts and
details relevant to focus/controlling idea, and
excluding extraneous
information
• Including sufficient
details or facts for appropriate depth of
information: naming,
describing, explaining, comparing, use of
visual images
Reports, Research
3. The Performance Task
Student will communicate
through a written report the eight threats to the World’s Sea Turtle population
caused by the activities of humans. Included in this report the students will
embed two pictures– one drawn in a paint application and the other imported
from a scanner or digital camera.
GOAL: Write a Science Report to
communicate the human impact on the population of the World’s Sea Turtles.
ROLE: Expert- presenting evidence in a written
report documenting the threats to the world’s sea turtle population caused by
humans.
AUDIENCE:
School
community & World Wide Web
SITUATION:
Scientists at the
Turtles Survival League have noticed the world’s sea turtle population is
decreasing at an alarming rate. The
scientists need help making the public aware of causes of this decrease in the
world’s sea turtle population. Your investigation, reporting and publishing on
the World Wide Web will help educate the public and reverse this negative
trend.
PRODUCT: Written Report with Graphics/Illustrations
4. Activities
The students will watch and participate in an interactive program (Nova: Interactive Laserdisc) on the eight threats to the Loggerhead Sea Turtle Population. Teacher will post turtle reports on the school web page.
1. The student will research
information on the human impact of the turtle population for one species of sea
turtle. (selected by the student) examples- Loggerhead, Hawksbill, Leatherback,
Green… After finding three relevant sources of information on the Internet they
will bookmark and select the information and save to a folder to be used in
writing their report. Students’ footnotes and Bibliography will demonstrate
their understanding of fair use.
2. Using a paint program, the
student will paint an original picture of their species of sea turtle.
3. Using information gathered, students
write a report (using proper keyboarding techniques) on the computer including an original piece of art, applying text
wrap and resizing. Students will add non-textual elements (e.g., arrows,
lines, shapes, etc.) and manipulate styles and formats (e.g. header,
footer, borders, page breaks, lists).
Students will use spell check, thesaurus and modify a digital image using flip; rotate, resize, crop.
5.
Materials and Resources
Sea Turtle
Restoration Project: News Room- www.seaturtles.org
Internet access
Classroom library
including picture books and non-fiction books on Sea Turtles
Digital Encyclopedias
Specialized CDS
Interactive: Nova
6.
Criteria/Rubric
|
Grade
Expectation Technology |
Not
Met |
Meets |
Exceeds |
|
IT1 - Basic Operations & Concepts |
|||
|
·
Student uses effective keyboarding: o
posture (i.e., back straight, body leaning
slightly forward, etc.) o
techniques (e.g., eyes on monitor or copy-not the keyboard, etc.) attitudes (e.g.,
willingness to change habits, persistence and diligence). |
|
|
|
|
IT2 - Social, Ethical & Human Issues |
|||
|
·
The Student Documents sources of information obtained through
electronic resources using acceptable formats. |
|
|
|
|
|
|
|
|
|
IT3 - Productivity Tools |
|||
|
·
The student has… ·
embedded an
original piece of art, applying text wrap and resizing. ·
Added non-textual elements (e.g., arrows,
lines, shapes, etc.). ·
Manipulated styles and formats (e.g.
header, footer, borders, page breaks, lists). ·
Used spell check, and thesaurus. ·
Modified a digital image using flip; rotate,
resize, crop |
|
|
|
Content
|
Grade
Expectation Science |
Not
Met |
Meets
|
Exceeds
|
|
Natural
Resources S7-8:49 Students
demonstrate their understanding of Processes and
Change within Natural Resources by… |
|||
|
Identified 8 human activities that threaten sea
turtles |
|
|
|
|
Determine the impact of those activities on the
world’s sea turtle population. |
|
|
|
Writing: Writing Rubric
|
Criteria |
Score Point 5 Exceeds the Standards |
Score Point 4 Accomplished Writing |
Score Point 3 Intermediate Writin |
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 _______________ ORGANIZATION
AND
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. |