Example Technology Performance
Assessment Task
|
Task # 1 |
A Written Report |
|
Grade 5 |
5 |
|
Content Area(s) |
Social Studies |
|
Unit Title/Theme |
United States Immigration in the Early 1900’s |
|
Task Developer/Author |
Laura Grant |
1.
Setting the Context
This task will be required midway through a six week
2.
Grade Expectations/Standards
Technology
IT5-6:1 Students demonstrate proficiency
in the effective use of technology by…
Use of Hardware
· Using
effective keyboarding:
· posture (i.e., back straight, body leaning slightly
forward, etc.)
· techniques (e.g., eyes on monitor or copy-not the
keyboard, etc.)
· attitudes (e.g., willingness to change habits,
persistence and diligence)
· Using
digital tools to capture images and other information (e.g.,
temperature, light, sound, etc.) and import them into a computer.
Use of Operating System and Standard
Features of Applications
IT5-6:1 Students demonstrate proficiency
in the effective use of technology by …
Working with Files
· Cutting,
copying, and pasting within a document, across documents, and across
applications.
IT5-6:2 Students demonstrate responsible
use of technology systems, information, and software by…
Intellectual Property
· Documenting
sources of information obtained through electronic resources using
acceptable formats. e.g. bibliography
IT5-6:3 Students use technology/
productivity tools to enhance
learning, increase productivity, and
promote creativity by…
Word Processing
· 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.
IT 5-6:3 Students use technology/
productivity tools to
enhance learning, increase productivity,
and promote creativity
by…
Paint/Draw
· Creating
original illustrations using paint
and draw applications.
Content
Writing Conventions
W5:2 In independent
writing, students demonstrate command of appropriate English conventions by…
•
Identifying or correcting grammatical errors
•
Applying basic capitalization rules
•
Using punctuation to clarify meaning
EXAMPLES:
commas, apostrophes, quotation marks
W5:3 In independent
writing, students demonstrate command of conventional English spelling by…
•
Applying spelling knowledge in proofreading and editing of writing
•
Correctly spelling grade-appropriate, high-frequency words, including homonyms
and homophones and applying syllable division, morpheme, and affix spelling
patterns/rules to new situations
Informational Writing:
Reports
W5:8 In reports, students
organize information/concepts by…
•
Using an organizational text structure appropriate to focus/controlling idea
EXAMPLES:
compare/contrast
•
Selecting appropriate information to set the context
•
Using transition words or phrases appropriate to organizing text structure
EXAMPLE:
for compare/contrast, using "on the other hand"
•
Writing a conclusion that provides closure
•
Obtaining information from more than one source, when appropriate
•
Listing sources at end of a report, if appropriate
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
H&SS
5-6:5
· Using
appropriate methods for interpreting information, such as comparing and
contrasting
H&SS 5-6:8
Students connect the past with the
present by…
· Describing
ways that life in the United States and/or the world has both changed
and stayed the same over time; and explaining why these changes have
occurred
H&SS5-6:12
Students show understanding of human interaction
with the environment over time by…
· Recognizing
patterns of voluntary and involuntary migration in the
3. The Performance Task
Students will write a
feature story including a digital image and a draw/paint graphic comparing the
reasons that immigrants from two European countries came to
Goal: To convey an understanding of immigration through the use of digital news article creation.
Role: The student
is a newspaper reporter in the early 1900’s in
Audience: The Editor (Teacher) and then the newspaper’s readers (other students and parents)
Situation:
Product/Performance: A
Written Report with Graphics/Illustrations
4.
Activities
One class period: Develop a researchable question. A researchable question is a “what” or “How” question that cannot be answered with one word. Refer to the Big6 website for further clarification. Students may need help developing these questions as fifth graders, teacher should provide as much support s the student requires. This skill is not assessed in this task.
Select two countries
with teacher approval whose immigrants had different reasons to come to
Assessment
Two to Four class periods: Research the reasons immigrants came and extract important information, maintaining a resource list
Time will vary depending on availability of machines. Time will vary by how long it takes students to independently revise their writing.
One class period: (Picture taking can be completed by those waiting for machines) Capture posed images or find them using internet resources, crop, rotate, etc apply text wrap
One class period: Use provided checklist to check that all requirements and editing have been completed
5.
Materials and Resources
Primary sources found on-line and bookmarked for students
Other print resources available in library
Access to computers for typing drafts of report/feature story
Uses a digital camera to capture images
Internet and library print resources
Word processing software with spell check, thesaurus, grammar check
6.
Criteria/Rubric
DRAFT
WRITING CONVENTIONS: GRAMMAR, USAGE, MECHANICS
STANDARD 1.6 Students’
independent writing demonstrates command of appropriate English conventions,
including grammar, usage, and mechanics.
|
Criteria |
Score Point 4 Accomplished Use of Conventions |
|
Score Point 2 Basic Use of Conventions |
Score Point 1 Limited Use of Conventions |
0 |
|
Sentence Structure Formatting Capitalization Punctuation Spelling Grammar/ Usage |
Control of grade level
conventions is evident. ____________________________________________ Control
of sentence structure is evident.
This includes avoiding run-ons and unintentional fragments. Over-coordinated
sentences are noted as matters of rhetorical effectiveness. Correctly uses
compound and complex sentences. ____________________________________________ Control
of formatting is evident. Piece
shows knowledge of how and when paragraphs are indented or blocked. Hyphens
are used correctly for syllabication and grade-level spelling. ____________________________________________ Control of capitalization is evident for beginning of sentences, quotations, titles, and proper nouns. ____________________________________________ Control
of punctuation is evident.
Apostrophes for contractions and possessives are used. Quotation marks are
used around direct quotes. Consistent use of commas in dates, between city
and state, and in a series and correct end punctuation is evident. Titles
underlined or enclosed by quotation marks in text. ____________________________________________ Control
of spelling is evident. Correct
spelling of grade-level and compound words, proper nouns, vocabulary unique
to the topic, plurals and word endings of grade-level words and non-standard
plurals is consistent. ____________________________________________ Control
of grammar is evident. The correct
case of pronouns in subjective/objective forms is used. Verb tenses are in
agreement. Correct use of common, non-standard verb forms (went/gave), and
correct use of homonyms is evident. Simple subject/verb agreement. |
Score point 3
N/A |
Control of
conventions is inconsistent. ______________________ Control
of sentence structure is inconsistent. ______________________ Control
of formatting is inconsistent. ______________________ Control
of capitalization is inconsistent. ______________________ Control
of punctuation is inconsistent. ______________________ Control
of spelling is inconsistent. ______________________ Control
of grammar and usage is
inconsistent. |
Control of conventions is minimal. A convention error may exist in nearly every line. _________________________ Control
of sentence structure is minimal. _________________________ Control
of formatting is minimal. _________________________ Control
of capitalization is minimal. _________________________ Control
of punctuation is minimal. _________________________ Control
of spelling is minimal. ____________________ Control
of grammar and usage is minimal. |
Score Point 0 is
not applicable to this criterion. |
1.
Only the body is scored for conventions (i.e., bibliography,
outline, Sentence Structure – dangling
participles/modifiers are acceptable at this level graphics and their labeling,
and other supporting text are not scored). .
2.
One-sentence paragraphs, which have been properly indented or Formatting - Misplaced/missing hyphens in hyphenated words are
considered blocked, are not considered an error. above grade level.
3.
Typographical errors count as spelling errors. Students should
correctly spell all
grade-appropriate words and any
vocabulary Capitalization – Errors above
grade-level include relatives ( my Brother;
or
names that are unique to their topic. Directions (South); school subjects
(History); activities (Football)
4.
Word omission that results in a grammatical error
is a GUM error. Punctuation - Internal and
external punctuation surrounding quotation marks
5.
If errors in one or more criteria are pervasive, the score point
is Commas
after introductory words, clauses, or phrases
lowered. Commas missing with appositives
( My teacher Ms. Irish), or before an aside
6. When considering the conventions of
Procedural writing, look
for consistency of style within the piece (see back
for examples).
Grammar/ Usage – Plural
possessives, complex subject and verb agreement in
number and person
Unclear
pronoun antecedents or reference are acceptable.
Use of
subjunctive verb in hypothetical clause
Split infinitives are not considered errors.
This rubric is adapted from materials created by the New Standards
Project.
|
Grade Expectation |
Introduced |
With Assistance |
Met the Standard |
|
Basic Operations |
|||
|
Using
effective keyboarding: n posture (i.e., back straight,
body leaning slightly forward, etc.)
n
techniques
(e.g., eyes on monitor or copy-not the keyboard, etc.) n
attitudes (e.g., willingness to change habits,
persistence and diligence). |
|
|
|
|
Social, Ethical & Human Issues |
|||
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Documenting sources of
information obtained through electronic resources using acceptable
formats. |
|
|
|
|
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. |
|
|
|
|
Modifying a digital image using
flip; rotate, resize, crop |
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Communication |
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Not Assessed |
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Research, Problem Solving & Decision Making |
|||
|
Not Assessed |
|
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Research Report
Content: Reasons Immigrants Came to
Teacher Name: |
|
|
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CATEGORY
|
4 |
3 |
2 |
1 |
|
Quality of Information |
Information clearly relates to the
main topic. It includes several supporting details and/or examples. |
Information clearly relates to the
main topic. It provides 1-2 supporting details and/or examples. |
Information clearly relates to the
main topic. No details and/or examples are given. |
Information has little or nothing
to do with the main topic. |
|
Amount of Information |
All topics are addressed and all
questions answered with at least 2 sentences about each. |
All topics are addressed and most
questions answered with at least 2 sentences about each. |
All topics are addressed, and most
questions answered with 1 sentence about each. |
One or more topics were not
addressed. |
|
Recognizing Patterns |
Reasons for immigration show three different push/pull
factors between culture groups |
Reasons for immigration show two different push/pull
factors between culture groups |
Reasons for immigration show one of the push/pull
factors between culture groups |
Reasons for immigration do not
reflect research |
|
Sources |
All sources (information and graphics)
are accurately documented in the desired format. |
All sources (information and
graphics) are accurately documented, but a few are not in the desired format.
|
All sources (information and
graphics) are accurately documented, but many are not in the desired format. |
Some sources are not accurately
documented. |
Date
Created: Jul 12, 2005 01:32 pm (CDT)
|
© 2004,
2003, 2002, 2001 High
Plains Regional Technology in Education Consortium HPR*TEC |
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