Formative Assessment
Throughout this suggested activity, you will support students in achieving the following skills that are the focuses for assessment:
The following formative assessment opportunities are provided to help students unpack and develop the focus skills for assessment. Feedback prompts are also provided to help students enhance their demonstration of the focus skills for this activity. Formative assessment support is not intended to generate a grade or score.
Formative Assessment: Assessment for Learning Opportunities
Explain Impacts of Globalization
Involve students in a peer review of their discussion forum or journal entry to provide and receive feedback on the perceptiveness of the information they have shared. Use the feedback prompts below to provide structure in guiding students through this formative assessment opportunity.
Feedback Prompts:
- Have I explained how globalization can have both positive and negative impacts?
- Have I provided specific information on the relationship among globalization, expansion of democracy and human rights?
- Have I provided specific information on how globalization affects quality of life for children, youth and women?
These feedback prompts can be posted on an interactive white board or bulletin board, or incorporated into a feedback tool that can be copied for student use. Samples of tools created for a similar skill within a different formative assessment context may be found in the Social Studies 10-4 Formative Assessment Summary 
.
Communicate Information
Involve students in a peer review of their discussion forum or journal entry to provide and receive feedback on the effectiveness of the information they have shared. Use the feedback prompts below to provide structure in guiding students through this formative assessment opportunity.
Feedback Prompts:
- Have I clearly and concisely stated my point?
- Is it easy for the reader to understand what I have written?
- Does my language show respect?
These feedback prompts can be posted on an interactive white board or bulletin board, or incorporated into a feedback tool that can be copied for student use. Samples of tools created for a similar skill within a different formative assessment context may be found in the Social Studies 10-4 Formative Assessment Summary .
Linking to the Summative Assessment Task
- As students explain impacts of globalization and communicate information through the suggested activity Globalization: It's Everyone's Business, they will have completed the Summative Assessment Task: Your Opinion Please
.
- Students should consult the assessment task and the assessment task rubric to ensure that they have provided the information required.
- Encourage students to use the feedback received during the formative assessment opportunities to make enhancements to their work in progress.
- If necessary, continue to use the feedback prompts from the formative assessment opportunities to coach students toward completion of a quality product. Students may benefit from another opportunity to post one or more entries on the discussion forum.
- If student performance does not yet fall within the three levels described in the summative assessment task rubric, work with the student to formulate a plan to address the student's learning needs.
Students examine the impacts of globalization on individuals locally, in Canada and in other countries. The particular impacts of globalization on women, children and youth are the focus of this suggested activity.
Instructional Support
A number of possible tasks are provided in this suggested activity. It is not intended that you work through all of the tasks, but rather select those tasks and resources that will best meet the learning needs of your students. The focus should be on ensuring that students have the background and support to be successful with the skills that are the focuses for assessment (explain impacts of globalization, and communicate information).
Setting the Context for Learning
- In the previous suggested activity, a case study was introduced to help students explore the impact of globalization. This case study will again be used in this suggested activity and will include a more direct focus on globalization's impact on children, youth and women.
- For students who require a further challenge, the case study can serve as a model for their own inquiry into a different topic. For students who require more support, the case study used in class can be the focus for the student journal entries.
Explain Impacts of Globalization
As students continue their inquiry, they will be preparing to respond to Key Question 2 from the Summative Assessment Task: Your Opinion Please . Directing questions will continue to focus student reflections and responses. You can assist students to understand that globalization can have both positive and negative impacts on individuals and communities.
Is there a relationship between globalization and the expansion of democracy and human rights?
- Ask students to think about the rights of citizens in a democracy. Point out that when people are deprived of human rights, they are not able to actively participate in democratic processes.
- Use a contemporary example such as Egypt to consider how access to communication technology expands people's awareness of choices available to them. Globalization can provide opportunities for citizens to take action.
- Ask students to examine the Map of Freedom on page 294 of Living in a Globalizing World. Then ask them to draw inferences from the map regarding the relationship between globalization and the expansion of democracy and human rights.
- Continue to explore the case study, looking for possible relationships between globalization and the expansion of democracy and human rights.
How does globalization affect quality of life for children, youth and women?
- Continue to explore the selected case study with students, looking for specific examples of how globalization affects quality of life for children, youth and women.
- Help students realize that choices we make can have an impact on the quality of life and human rights of others elsewhere in the world.
Communicate Information
- Continue to encourage students to demonstrate the qualities of respectful and clear communication that were developed during the previous suggested activity (Looking for the Quality in Quality of Life).
- Encourage students to continue with self-reflection and/or peer review.
- Provide additional coaching to students who are experiencing difficulty with any aspect of the communication process.
Suggested Supporting Resources
Textbook References
Student Basic Resource—Oxford University Press, Living in a Globalizing World:
- Page 294 Spreading Democracy in a Global World
- Pages 299–305 Global Children and Youth: Challenges and Opportunities
- Pages 306–310 Globalization and Women
Student Basic Resource—McGraw-Hill Ryerson, Exploring Globalization:
- Pages 329–331 How Has Global Awareness Affected Gender Issues?
- Page 362 Samantha Nutt: Caring for the Children of War
Teaching Resource—Oxford University Press, Living in a Globalizing World:
- RM 0.3 Analyzing & Discussing Issues
- AM 1 Demonstrating Understanding Rubric
- AM 2 Generating & Organizing Ideas Rubric Show more
- AM 3 Considering Multiple Perspectives Rating Scale
- AM 4 Considering Multiple Perspectives & Viewpoints Rubric
- AM 15 Discussing Issues Rating Scale
Web Resources
Web Links for Online Sources:
Note: The vocabulary found in some of these links may be challenging for students. You may wish to use certain sites for your own reference only.
Knowledge and Employability Studio (Social Studies):
Videos:
Distributed Learning/Tools4Teachers Resources:
Critical Challenges:
