Example Technology Performance Assessment Task

Task #1	A Research Report
Grade	6
Content Area (s)	Social Studies/Writing
Unit Title/Theme	US Constitution
Task developer	Robin Bebo-Long

1. Setting the Context

In the later part of a unit that focuses on the US Constitution and The Bill of Rights, students will research and write a report using the perspective of one of the founding fathers. The students will also demonstrate an understanding of the Constitution or aspects of the Bill of Rights and its impact over time.

2. Grade Expectations

Technology

IT1: Basic Operations and Concepts

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.)

attitudes (e.g., willingness to change habits, persistence and diligence).

IT2: Social, Ethical and 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.

Modifying a digital image using flip; rotate, resize, crop

Social Studies

H&SS5-6:15

• Identifying key documents on which US Laws are based and where to find them

• Describing how government decisions impact and/or relate to their lives.

• Describing the basic principles of American democracy

Writing

W6:8 In reports, students organize information/concepts by...

• Using an organizational text structure appropriate to focus/ controlling idea

• Selecting appropriate information to set context, which may include a lead/hook EXAMPLES: startling statistic, anecdote/scenario, general to specific, quotation

• Using transition words or phrases appropriate to organizational text structure

• Writing a conclusion that provides closure

• Obtaining information from multiple locations or sources when appropriate EXAMPLES: Locations—library, Internet, electronic media; Sources—almanacs, magazine/news articles, books, encyclopedia, interviews, surveys, video/TV, sidebars, charts • Listing sources at end of a report, if appropriate

3. The Performance Task

Students will describe how governmental decisions impact their lives, and the principals of American democracy. This will be written from the perspective of a founding father using first person accounts about one aspect of the Constitution and the Bill of Rights.

Goal(s): Students will write a research report that will show an understanding of our Government by citing their knowledge of key documents on which US Laws are based.

Role: Historian, political analyst and cartoonist

Audience: Students, Teacher, Public, Town Library

Situation: You have been studying the US Constitution along with the Bill of Rights and their role in the shaping of the United States. This has gone on so long that you are having dreams of being one of the founding fathers, and then it happens, you are taken over by the spirit of ____________________. Together??? you research the impact of these documents and its implications over time in our history. You as _____________________ write a paper based on your research and compare it to your original thinking back in 1791.

Some choices include: William Livingston, William Paterson, Jonas Dayton, Benjamin Franklin, James Wilson, Governor Morris, George Read, Gunning Bedford, John Dickinson, Richard Bassett, Jacob Broom James McHenry, Daniel Carroll, John Blair, James Madison Jr. Richard Dobbs, Williamson, J. Rutledge, Charles Pinckney, Pierce Butler, William Few, George Washington, Rufus King, Roger Sherman, Alexander Hamilton

Product/Performance: Research report with graphics

The report will include first person accounts, graphics, and an original political cartoon created to reflect the attitude of one of the document’s founders as well as historical events tied to an aspect of the document. The entire classes reports will be published as a newspaper.

4. Activities

Session one (1 hour): Students should create a folder on their desktop. In it they will collect notes and public domain graphics pertaining to one of the founding fathers and one aspect of the Constitution or The Bill of Rights (for instance James Madison and Freedom of Religion), being sure to cite all of their sources using APA style. Students should use a thesaurus and a dictionary (while taking notes) to determine the meaning of some of the language that will be presented in their findings and indicate this in their notes. Resize all images to 1.25”width.

Session two (1 hour): Provide students with the scenario given above. Explain that they are to begin a rough draft using the information they gathered in their folders. If needed allow some time to gather more information. (No assessment)

Session three: (1 hour): Post example of the newspaper format that you would like each page to have in the front of the room. Have students begin their final draft in this format. Point out the header, addition of any lines, text wrap, and which direction you would like the portraits to face. Be specific about fonts, sizes and software program and correct spelling.

Session four: (1 hour): In a draw program have students create a political cartoon that reflects the attitude of their selected founding father. Original artwork should be embedded in the newsletter.

Session five: (1 hour): Give students time to complete their formatted final draft including their cartoon and graphics.

5. Materials and Resources

Computers

Internet access

Word processing software

Drawing software

Example of the Newspaper page

6. Criteria/Rubric

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
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

	Clueless	Shows some understanding	Got it	WOW!
Describe the Principles of American Democracy
Shows an understanding how these principles may effect their lives.

REPORTS: WRITING TO INFORM

Standard 1.8 In written reports, students organize and convey information and ideas accurately and effectively.

Criteria

Score Point 5 Exceeds the Standards

Score Point 4 Accomplished Writing

Score Point 3 Intermediate Writing

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