Assessment
Assessment and Evaluation of Student Learning
This table identifies only learning outcomes that are assessed by using the
summative student task. Other outcomes for this critical challenge are addressed
through instruction. The full list of learning outcomes can be found in the
Outcomes section of this critical challenge.
Criteria for Evaluation
Students provide evidence of their learning as they: |
Related Learner Outcomes |
- access and retrieve information
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Specific Outcome 2.S.7.4 |
- Students will access and retrieve appropriate information from electronic
sources for a specific inquiry
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Specific Outcome 2.S.9.1 |
- Students will identify key words from gathered information on a topic
or issue
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Specific Outcome 2.2.7.4 |
- How have the people who live in the community contributed to change
in the community?
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- explain effect of contribution
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Specific Outcome 2.2.1 |
- Students will appreciate how stories of the past connect individuals
and communities to the present
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Specific Outcome 2.2.7.4 |
- How have the people who live in the community contributed to change
in the community?
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Specific Outcome 2.S.8.1 |
- Students will prepare and present information in their own words, using
respectful language
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Assessment for Learning (Formative)
Formative assessment provides opportunities for students to receive feedback.
Formative feedback is used solely to help students improve their performance.
Students can use the checklist in Peer Coaching Feedback: Communicating
Effectively in an Oral Presentation (Assessment) to practise and
improve their oral communication skills before presenting to the class. A
video recording is an excellent way for students to self-reflect and set
goals for improved performance.
Assessment of Learning (Summative)
Summative assessment takes place after instruction and after students have
had a chance to practise and receive specific, descriptive feedback on their
work. Summative assessment provides an opportunity for students to demonstrate
what they know and can do.
Two summative evaluation tools have been provided. Teachers can select the
tool that best suits their needs based on the amount of experience students
have had with various tools.
The Rubric for Featuring Local Heroes (Assessment) can
be used if students have had enough experience with the language of rubrics
to understand the descriptions of the levels of quality.
Alternatively, the Rating Scale for Featuring Local Heroes (Assessment)
can be used for students who are not yet ready to work with the language of
the rubric. The rating scale provides a description of what is required for
each criterion. The teacher comment section is where teachers provide specific
and descriptive feedback that supports the rating they give the student.
If using the extension activity, student responses in Selecting
the Most Important Change (Graphic Organizer) can also
be evaluated on the criterion for explaining the effect of contribution.
Credits
Assessment support provided by the Alberta Assessment Consortium (AAC).
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