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
|Specific Outcome 5.S.4.3
- Students will select and use technology to assist in problem solving
|Specific Outcome 5.S.7.4
- Students will cite references as part of research
|Specific Outcome 5.S.7.6
- Students will access and retrieve appropriate information from the
Internet by using a specific search path or from given uniform resource
||Specific Outcome 188.8.131.52
- Students will appreciate the diversity of geographic phenomena in Canada
|Specific Outcome 184.108.40.206
- Students will appreciate the geographic vastness of Canada (LPP)
|Specific Outcome 220.127.116.11
- What are the major geographical regions, landforms and bodies of water
in Canada? (LPP)
|Specific Outcome 5.S.3.2
- Students will construct maps, diagrams and charts to display geographic
|Specific Outcome 5.S.8.7
- Students will communicate effectively
through appropriate forms, such as speeches, reports and multimedia presentations,
applying information technologies that serve particular audiences and
- participate as a group member
|Specific Outcome 5.S.4.2
- Students will collaborate with others to apply strategies for decision
making and problem solving
|Specific Outcome 5.S.5.3
- Students will work collaboratively with others to achieve a common
|Specific Outcome 5.S.8.3
- Students will listen to others to understand their perspectives
- compare and contrast information
|Specific Outcome 18.104.22.168
- What are the differences and similarities among the geographical regions
of Canada? (LPP)
|Specific Outcome 5.S.4.6
- Students will use graphic organizers,
such as mind mapping/webbing, flow charting and outlining, to
present connections between ideas and information in a problem-solving
|Specific Outcome 5.S.7.3
- Students will draw and support conclusions, based on information gathered,
to answer a research question
Assessment for Learning (Formative)
Formative assessment provides opportunities for students to receive feedback.
Formative feedback is used solely to help students improve their performance.
To reflect on their work in progress and make necessary adjustments, students
can use Student
Self-reflection: How Effectively Did We Communicate? (Assessment).
This tool can also be used by students as a self-evaluation of their final
performance after completing the project.
To help students focus on effective group work skills, students can use Student
Self-reflection: My Participation in a Group (Assessment). This
tool can also be used by the students for self-evaluation after completing
To reflect on their work in progress and make any necessary adjustments before
submitting work for marking. students can use Peer Coaching Feedback:
Compare and Contrast Information (Assessment).
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.
Use the Rubric for The Great Canadian Textbook Challenge (Assessment)
to evaluate student performance on the various criteria of the task.
Both Student Self-reflection: How Effectively Did We Communicate? (Assessment)
and Student Self-reflection: My Participation in a Group (Assessment) can
be used with teacher observation and anecdotal notes to determine the level
of student performance on the rubric.
Over Canada: An Aerial Adventure
Canada Image Collections from LearnAlberta.ca
Assessment support provided by the Alberta Assessment Consortium (AAC).