Course Profile Information Technology in Business (BTX4C), Grade 12, College Preparation, Public
Unit 3: Project Planning and Research
Time: 25 hours
Activity
3.1 | Activity 3.2 | Activity 3.3
Unit Description
Students assess data
electronically to solve a specific business problem; communicate research
results electronically; and integrate a variety of software applications in the
preparation of multi-page business documents. Students achieve the expectations
by moving through the various stages of a case study. Case studies provide the
opportunity for a rich performance task. The case study involves a large retail
clothing business that is looking to expand and refocus its existing web
presence. The unit is divided into three sequential activities. Activities 3.1
and 3.2 are individual projects. Activity 3.3 is a group project.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks/Focus |
|
3.1 |
5 hours |
ERV.02, ER2.01,
ER2.02, ER2.03, ER2.04 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
1. Case Study Introduction 2. Electronic Research 3. Information Dissemination |
|
3.2 |
15 hours |
ERV.03, SBV.02,
SB2.01, SB2.02, SB2.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
1. Software Programs and Features Review – Integrated Software 2. Report Creation 3. Communicating the Executive Summary |
|
3.3 |
5 hours |
ERV.03, ER3.01,
ER3.02, ER3.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
1. Electronic Presentation of Project Highlights 2. Presenting the Plan |
The appendix
number references the assessment/evaluation tool provided.
|
Activity |
Product |
Self-Assessment |
Peer/Group Assessment |
Teacher Evaluation |
|
3.1 |
Inquiry process Website
content PMI chart Customer survey |
Formative Ongoing
self-/ group assessment, Product Assessment
Practice Students assess
website content, Appendix 3.1.2.1 Formative,
Appendix 3.1.3.1 |
Formative Appendix
3.1.2.2 Summative,
Appendix 3.1.3.1 |
|
|
3.2 |
Activity log Business report |
Formative,
Appendix 3.2.2.1 |
Formative, Appendix
3.2.3.1 |
Summative,
Appendix 3.2.3.1 |
|
3.3 |
Electronic presentation |
Formative Presentation Checklist, Appendix 3.3.1.1 Presentation Group Work Assessment, |
Formative Oral Presentation Checklist, Appendix 3.3.2.1 Presentation Group Work Assessment,
Appendix 3.3.1.2 |
Summative Oral Presentation Checklist, Appendix 3.3.2.1 Electronic Presentation Rubric, |
Time: 5 hours
Students focus on
background research and data collection. The Internet is used to research
clothing retail websites. Students prepare a PMI (Plus Minus Interesting)
electronic chart that summarizes the information collected. Additional market
research is done from web and print sources. A spreadsheet or database is
prepared to analyse and organize the data.
Strand(s): Electronic Research and Communication
Overall
Expectations
ERV.02 - assess data
electronically to solve a specific business problem.
Specific Expectations
ER2.01 - identify
appropriate software used in the business community to analyse primary data;
ER2.02 - select an
appropriate software tool to analyse the primary data;
ER2.03 - analyse,
electronically, the primary data collected;
ER2.04 - summarize,
electronically, the primary data collected and the results of the analysis.
·
Students should
be familiar with Internet searching techniques from BTA3O.
·
Students are
familiar with word-processing, spreadsheet, and database programs.
·
Computers with
Internet capability should be booked for 120 minutes.
·
A list of related
clothing websites should be prepared. Course Profiles for BMI3C Public and
BMX3E Public (www.curriculum.org) provide extensive lists in Resources.
·
The teacher
copies the appendices for distribution.
·
The teacher may
make use of the information assessor, Appendix 3.3.2.B from BTA3O Public
(www.curriculum.org).
3.1.1 Case Study
Introduction (60 minutes)
·
The teacher
introduces Appendix 3.1.1.1 – Canadian Clothiers Case Study.
·
The teacher leads
a discussion on e-business, products, security, ethical issues, and related
clothing businesses.
·
The teacher
introduces the Appendix 3.1.1.2 – Problem-Solving Model and Appendix 3.1.1.3 –
Problem-Solving Assessment Checklist. The teacher demonstrates how the
problem-solving model is an effective vehicle for case study development and
how the checklist may be used as a foundation to assess the process
3.1.2 Electronic
Research (120 minutes)
·
Students research
the World Wide Web, electronic media, and print resources for related clothing
retail business. Students use Appendix 3.1.2.1 – Website Content Checklist to
asses website content.
·
Students collect
primary data to analyse and use the results of the analysis to assist them in
deciding the features and function required in the interactive site.
·
Students record
information to be used in the creation of the Canadian Clothiers website,
including products, pricing, sample ordering forms, and characteristics of
layout.
·
Students create a
PMI chart that summarizes the information collected from websites.
See Appendix 3.1.2.2– PMI Chart.
3.1.3
Information Dissemination (120 minutes)
·
From the research
completed in 3.1.2, students create a database of products, price lists, and
customer information to use for the Canadian Clothiers website.
·
Students create a
customer survey of online shopping practices. Students use Appendix 3.1.3.1
– Sample Customer Survey for formative self-assessment before submitting the
survey for teacher evaluation. The teacher/students schedule time for revisions
after the formative assessment takes place.
·
Groups distribute
a minimum of six copies of the customer survey to class members, other classes,
or the community.
·
Students select
appropriate software, such as a database or spreadsheet, and enter the survey
information.
·
Students analyse
the collected data and create lists of potential groups/clients to market their
products.
Knowledge/Understanding,
Thinking/Inquiry, Communication, Application
Formative
·
Formative student
assessment practice, Appendix 3.1.2.1 – Website Content Checklist.
·
Teacher
assessment of Appendix 3.1.2.2 – PMI Chart. The teacher provides feedback on
the group discussion process while the group uses the PMI chart.
Summative
·
Teacher
assessment of 3.1.3 using the Sample Customer Survey as a template (See
Appendix 3.1.3.1)
·
The overall
summative assessment/evaluation of these sub-activities will occur for the final
products in Activities 3.2 and 3.3. Teachers must ensure that individual
performance is assessed for components of a final evaluation.
·
In a senior-level
course, the teacher can expect the student to exhibit organizational skills and
effective learning habits. Most of the assistance given by the teacher should
be directed at a special request by the student.
·
Extensive
suggestions for accommodations can be found in the Ontario Curriculum Unit Planner.
Enrichment
·
The teacher
should encourage students to investigate and master application programs not
previously to perform outlined tasks. Using new software increases the
complexity of the task.
Canadian Clothiers is a large clothing retailer
selling a variety of casual apparel. Their product line includes pants, shirts,
coats, jackets, sweaters, and accessories. They are a highly successful chain
of stores located in Power Centres and traditional malls. Their website is
informational; it lists product information, special sales, company
information, and locations. It is not interactive and, except for an
e-mail link to the web master, customers cannot do anything except go from page
to page and click on the few links that exist on the site.
The president and CEO, Jonathon Canuck, wants
to increase shareholder value by turning the site into an e-tail* site. In
recent years, an online website has become a competitive necessity, as more
consumers are demanding it. Online clothing sales are one of the highest
growing product areas; almost 30% of total online purchases are clothing
industry sales, according to research.
There are challenges though, such as security
of the site and ethical issues. In addition, despite their research showing the
increasing trend of on-line clothing sales, certain demographic groups are
reluctant to purchase clothing on the Internet.
Mr. Canuck firmly believes that there are many
benefits to upgrading the website to an interactive site. Benefits could
include sales increases, a customer database created from the customer order
information, and the ability to track customer tastes and buying trends.
Mr. Canuck asked your development company to
present a website design proposal for an e-tail site to the board of Canadian
Clothiers. Your proposal should be in the form of a business report and address
the issues presented. You should also include a sample of one or two of the
pages that will be in the site and information on the development cost.
*A website that
customers can use to order merchandise online
|
Initial Experience (Question) |
·
The case study,
an exploratory activity, is introduced. ·
The
student/group identifies a difficulty, issue, or deficiency. |
|
The Inquiry
Question (Dependent Variable) |
·
The
student/group poses a suitable question around which the study will develop. ·
The formulated
question clarifies the difficulty or issue. ·
The question
focuses on strategies for problem solving. ·
The general
question is in the form: What factors might affect the dependent variable? |
|
Alternatives (Independent
Variables) |
·
The
student/group suggests possible answers to the general question. ·
The
student/group suggests a range of reasonable strategies for solving the
problem. ·
Some answers
are uncovered in the process of gathering information. |
|
Data (Information) |
·
The
student/group collects information on each alternative. ·
The
student/group obtains data about strategies and rules that help solve the
problem. ·
The
student/group organizes the data to represent relationships. ·
The
student/group utilizes information and selects the criteria (standards) for
evaluating the alternatives. |
|
Synthesis (Conclusion) |
·
The
student/group arrives at a conclusion by describing, on the basis of the
accumulated information, the alternative that offers the best solution. ·
The
student/group solves the problem. |
|
Assessing the
Conclusion |
·
The
student/group ascertains whether the conclusion adequately answers the
original question. ·
The
student/group assesses the appropriateness of the conclusion and its
expression in light of the original question. ·
The
student/group evaluates the suitability of the conclusion and the success of
the action. ·
The
student/group ascertains whether the conclusion leads to the solution of the
problem. ·
The student/group
judges whether the decisions and conclusions will continue to be acceptable
in the future. |
|
Expressing the
Conclusion (Generalization) |
·
The
student/group organizes a clear expression and presentation of the
conclusion. ·
Enrichment: The
student/group answers the initial question and extends the conclusion by
applying it to a broader class of events. |
|
Implementing the
Decision |
·
The
student/group takes action to implement the decision. |
|
Prediction (Enrichment) |
·
The
student/group makes a statement about expectations regarding manipulation of
the factors in any of the events to which the generalization applies. |
(May be used for peer or self assessment generally formative and will not contribute to final mark)
|
The Inquiry
Question |
|
|
|
Brings exceptional
clarity and insight into the issue, topic, or problem. |
|
|
Clear focus and
accurate wording of the problem or issue. |
|
|
Identifies the
problem but has trouble clarifying or describing. |
|
|
Fuzzy, confused,
or inaccurate definition of the problem. |
|
Alternatives |
|
|
|
Generates
alternatives that demonstrate unusual possible answers or an exceptional
range of strategies. |
|
|
Generates several
alternatives or strategies. |
|
|
Identifies one or
two possible choices. |
|
|
Little evidence of
possible strategies for the inquiry question. |
|
Data |
|
|
|
Collection of
information from a variety of sources, demonstrating both breadth and depth
of interpretation of the issue. |
|
|
Complete
collection with enough information to evaluate the alternatives. |
|
|
Some data
collection on the identified areas of investigation |
|
|
Inadequate or
unfocused collection of information with disorganized notes or no notes at
all. |
|
Synthesis |
|
|
|
Exceptional or
unusual solution to the problem or description of the best answer to the
question. |
|
|
Solution to the
problem or answer to the question is clearly organized based on the data
collected. |
|
|
Solution is
appropriate and useful. |
|
|
No clear structure
or organizational pattern. |
|
Assessment |
|
|
|
High-level
criteria applied to the evaluation of the conclusion; the group clearly
judges whether the decisions or conclusions will continue to be acceptable in
the future. |
|
|
Evaluation
includes the suitability of the conclusion and whether the conclusion leads
to the solution of the problem. |
|
|
Evaluation of the
conclusion is based on the data and the original question. |
|
|
No evaluation of
the information. |
|
Expressing the
Conclusion |
|
|
|
Unusually clear
presentation of the conclusion with predictions. |
|
|
Clear organization
and presentation of the conclusion. |
|
|
The solution to
the problem is not always clear. |
|
|
Inadequate or
misleading conclusions. |
Overall Comments
Assessed by:
Site Name/URL:
|
Table of
Contents/Menu/Site Map/Site Search |
|
|
|
Company
Information |
|
|
About this company |
|
|
Management/key
personnel |
|
|
Company
background/history |
|
|
Contact
information/directions/travel information |
|
|
Job postings |
|
|
Awards/professional
affiliations |
|
|
Other: |
|
Marketing and
Sales Information |
|
|
|
Product
description (text, pictures, videos) |
|
|
Samples or
examples |
|
|
Online catalogue |
|
|
Forms – general
feedback, user surveys, order forms |
|
|
FAQs (Frequently
Asked Questions) with answers |
|
|
List of
distributors |
|
|
Other: |
|
Customer Service
Information |
|
|
|
Usage tips/help |
|
|
Support telephone
numbers |
|
|
Product updates |
|
|
Other: |
|
Other Information |
|
|
|
Links to related
sites |
|
|
Resources (books,
videos, contacts) |
|
|
Other: |
Enter responses
under each column. Responses can be used as a form of ongoing assessment for
website content in the clothing e-business.
|
Website and URL |
Plus |
Minus |
Interesting |
|
|
|
|
|
A PMI chart is a
simple and effective decision-making tool. However, to be effective, its rules
must be strictly adhered to.
·
Clearly, decide
on the decision you are trying to make. Remove any vagueness and uncertainty
about what you need to know.
·
For a period of
time, concentrate on nothing but the Positive reasons for making the decision.
Do not deviate from this task.
·
For a period of
time, concentrate on nothing but the Minus reasons for making the decision. Do
not deviate from this task.
·
For a period of
time, concentrate on nothing but the Interesting issues (neither negative nor
positive, need more exploration) raised by making the decision. Do not deviate
from this task.
“Canadian Clothiers
offers clothing for the discerning for less.”
Please complete this
quick survey to receive $10.00 off your next online order.
Generally I Shop
Online For Clothes:
|
|
Very often |
|
Often |
|
Sometimes |
|
Rarely |
|
Never |
If I Shop Online, I
Usually Buy (Check All That Apply):
|
|
Shirts |
|
Suits |
|
Lingerie |
|
Accessories |
|
|
Pants |
|
Dresses |
|
Outerwear |
|
Footwear |
When I Shop Online,
I Usually Spend:
|
|
Less than $25 |
|
$25 - $75 |
|
$75 - $150 |
|
Greater than $150 |
|
Name: |
Address: |
|
Phone: |
E-mail: |
|
Age Range: |
Sex: Male / Female |
Thank you for your
time. You will receive a validation code for your $10.00 discount for online
purchases by e-mail.
Sincerely,
Mr. Canuck, Owner
Canadian Clothiers
P.S. Your privacy is our priority. To see our
online Privacy and Security Statement, please use this
link:www.canadianclothierrs.com/link/WEBsite/goto.jsp?
Time: 15 hours
This activity
focuses on data-driven decision making. Students use the analysed/organized
data from Activity 3.1 as a basis for the decisions that are to be made. The
information is compiled in a comprehensive report. The report provides options
for management to consider in refocusing their web presence, e.g., moving from
an informational website to a website with online catalogue and ordering. The
dimensions of the task involve a written report and a plan for a sample
website. Software integration is an important element, e.g., spreadsheet,
database, word processor, desktop publisher, web-creation software.
Strand(s): Electronic Research and Communication
Overall
Expectations
ERV.03 - communicate
research results electronically;
SBV.02 - integrate a
variety of software applications in the preparation of multipage business
documents.
Specific
Expectations
SB2.01 - select the
appropriate integrated software for the preparation of a multipage report;
SB2.02 - demonstrate
the appropriate use of the software features and functions required for
multipage business reports (e.g., headers, footers, footnotes, endnotes,
headings, page numbers, cover pages, tables of contents, bibliographies, and
indexes);
SB2.03 - create,
electronically, a multipage report that includes a chart, a table, a graph,
clip art, and enhanced font styles and designs.
·
The teacher
assembles resources for reviewing word-processing and web-creation software.
3.2.1 Software
Programs and Features Review – Integrated Software (150 minutes)
·
The teacher
reviews the advanced features of integrated software packages that students
might select to prepare the multipage report of website recommendations.
·
Through the use
of exercises, students practise using the software features, such as headers,
footers, and importing data from other programs.
·
The teacher
reviews the software that students might use to produce the layouts for the
sample pages.
3.2.2 Report Creation
(525 minutes)
·
The teacher
introduces students to the report style for the project. See Appendix 3.2.2.1 –
Business Report Style.
·
The teacher
introduces the activity log. See Appendix 3.2.2.2 – Time-Management Activity
Log.
·
Students select
an appropriate integrated software package.
·
Students take the
data and research from Activity 3.1 and assemble a business report, using the
report style and the selected software. Students include one or two sample page
for the website. A desktop publishing, web-creation, or graphics program and a
sketch scanned into the report are effective tools for this task.
·
A flowchart or
graphical representation of the entire website is also included.
·
Their
recommendations and conclusions are the final part of the report.
3.2.3 Communicating the Business Report (225 minutes)
·
Students e-mail
their business report to two other students in the class.
·
Students analyse
peers’ reports and e-mail the peer assessment in a reply back to the writer.
See Appendix 3.2.3.1 – Business Report Assessment Tool.
·
Students make
final edits to the business report based on the peer assessment.
Formative
·
Self-assessment,
each student keeps the Time-Management Activity Log (Appendix 3.2.2.1).
·
Peer assessment
using Appendix 3.2.3.1. Allow students time for revision before submission.
·
Appendix 3.2.3.1
is used for formative self-assessment.
Summative
·
Appendix 3.2.3.1
is used for summative teacher evaluation.
Enrichment
·
See the Course
Overview for enrichment strategies.
Parts of the Report
·
Cover Page
·
Table of Contents
·
Executive Summary
·
Problem Statement
·
Analysis
·
Decision Criteria
and Alternatives
·
Recommendations
·
Conclusion
Executive Summary: is a one-page abstract (capsulated version) of
the report as a whole, briefly outlining the company’s background, the problem,
and the recommendations (in broad terms). The summary is prepared after all
other parts of the report are completed, but appears directly after the table
of contents.
Problem Statement: outlines the problem in two or three
sentences.
Analysis: includes all the data that has been collected; analysis is integrated
from the software program used to organize the data. This section includes the
screen capture(s) of the sample web pages and the graphical outline of the
entire site.
Decision Criteria and Alternatives: are integrated into the report in the form of
the electronic PMI chart generated in Activity 3.1.2.
Recommendations: are proposed solutions and include reasons.
Conclusion: is a section outlining the reasons your company should be hired.
Remember, you are trying to sell management on your idea.
Student Name:
|
Date |
Task |
Work Completed |
|
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|
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|
Circle the most
appropriate descriptor.
|
Parts of the
Report |
|
|
|
Thorough treatment
of all parts of the report |
|
|
All eight parts of
the report present and focused |
|
|
Minimum
requirements met |
|
|
Report is
incomplete; parts missing |
|
Executive Summary |
|
|
|
Masterful handling
of the capsulated summary |
|
|
Unified and
coherent handling of the capsulated summary |
|
|
Complete
capsulated summary |
|
|
Confusing, not
clear, or inappropriate capsulated summary |
|
Problem Statement |
|
|
|
Insightful,
unique, or imaginative description of the problem |
|
|
Clearly researched
with meaningful links in the problem description |
|
|
Appropriate
connections made in the problem description |
|
|
Little or no
description of the problem |
|
Analysis |
|
|
|
Special or unusual
features to create emphasis or deepen understanding |
|
|
Analysis complete
with enough information to evaluate alternatives |
|
|
Adequate analysis
on the identified areas |
|
|
Unfocused analysis
or not all areas identified |
|
Decision Criteria
and Alternatives |
|
|
|
Generates
alternatives that demonstrate unusual possible answers of exceptional range
of strategies |
|
|
Generates several
alternatives or strategies |
|
|
Identifies one or
two possible choices |
|
|
Little evidence of
possible answers or strategies |
|
Recommendations |
|
|
|
Exceptional or
unusual solution to the problem or description of the best answer |
|
|
Solution of the
problem clearly organized based on the data collected |
|
|
Solution
appropriate and useful |
|
|
Solution: no clear
organization and not based on the collected data |
|
Conclusion |
|
|
|
High-level
criteria applied to the evaluation of the conclusion; the decision or
conclusion is clearly judged as to whether it will continue to be acceptable
in the future. Evaluation includes the suitability of the conclusion based on
the data and the original question. |
|
|
More than minimum
requirements for all parts of the report |
|
|
Evaluation of the
conclusion based on the data and the original question |
|
|
Limited evaluation
of the information in the conclusion |
Comments:
Time: 5 hours
This activity
focuses on electronic presentation. Students construct and electronically
communicate the report developed in Activity 3.2, using e-mail, presentation
software, multimedia software, and/or web technologies.
Strand(s): Software Applications and Business Documents
Overall
Expectations
ERV.03 - communicate
research results electronically.
Specific
Expectations
ER3.01 - determine
the appropriate type of document needed to communicate specific information
(e.g., presentation, abstract, summary);
ER3.02 - select
appropriate electronic tools (e.g., multimedia, e-mail, web-based
communication) to communicate information to a specific audience;
ER3.03 - communicate
their research results electronically.
·
Students require
knowledge of and skills in e-mail, presentation, and/or web-page software.
·
Completion of
Activities 3.1 and 3.2 is required. The case study in Activity 3.1 and the
report from Activity 3.2 form the basis for Activity 3.3.
·
For an effective
presentation, students should be provided with access to a demonstration
device, such as a projector or PC encoder.
3.3.1 Presentation
Production (150 minutes)
·
Students, in
pairs, select one report from Activity 3.2 and focus on both process and
product. Students use Appendix 3.3.1.2 – Presentation Group Work Assessment to
rate their success working with a partner and their partner’s success. The
purpose is to articulate the appraisal of each other and compare their
self-assessment with their partner’s assessment.
·
Students choose
presentation software or web-page design software to highlight their project.
·
Hyperlinks should
be used within the presentation software or web pages.
·
Appendix 3.3.1.1
– Presentation Content Checklist provides the specifications for the electronic
presentation or web pages.
3.3.2 Presenting
the Plan (150 minutes)
·
Each pair orally
presents report highlights using their electronic presentation. Each pair is
given up
to 10 minutes for the presentation.
Formative
·
Formative
self-assessment using the presentation checklist (Appendix 3.3.1.1).
·
Peer assessment
using Appendix 3.3.2.1 – Oral Presentation Checklist.
·
Peer assessment
of group work using the group work assessment (Appendix 3.3.1.2).
·
Peer assessment
of Activity 3.3.2 using Appendix 3.3.2.1.
Summative
·
Teacher
evaluation using Appendix 3.3.2.1 – Oral Presentation Checklist and Appendix
3.3.2.2 – Electronic Presentation Rubric.
Enrichment
·
Students create a
sample website for the business.
Specifications
|
|
You must have at
least eight slides or pages. |
|
|
The first slide
must be a title slide/page, with the title created using Wordart. |
|
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You must have at
least two slides/pages with bulleted lists. |
|
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There must be a
graphic on at least four of the slides. Two must come from the Internet. |
|
|
The text must be
animated if using presentation software. |
|
|
There must be a
slide transition if using presentation software. |
|
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You must have
consistent colours, fonts, transitions, and animations. |
|
|
Hyperlinks must be
used. |
|
|
A summary slide
with a Wordart title and a bulleted
list of the main points. |
|
|
URLs of the sites
you took content from, acknowledging sources. |
|
|
Evaluate content
from websites for authenticity using one of the following sites: ·
www.uwec.edu/Admin/Library/Guides/tencs.html; ·
www2.widener.edu/Wolfgram-Memorial-Library/webevaluation/webeval.htm. |
Comparing My Assessment with the Assessment of My Partner
Date: Name: Partner’s
Name:
·
Decide the degree
to which you were successful in each area and place a checkmark in the appropriate
cell.
·
Decide to what
degree your partner was successful in each of the following areas.
·
Share your
appraisal with your partner and compare your self-assessment to your partner’s
assessment of your performance.
|
Criteria |
Evaluation of my Performance |
Evaluation of my |
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|
Rating Scale |
Superior |
Proficient |
Adequate |
Superior |
Proficient |
Adequate |
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Adhering to the
rules |
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Contributing |
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Working
cooperatively |
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Communication |
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Organizing
information |
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What is your overall evaluation of your contribution to the presentation development?
What is your partner’s overall evaluation of your contribution to the presentation development?
How do the assessments compare? The action of considering the apparent differences between the two assessments will inform the future work of the student (A formative assessment).
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Aspects of Topic |
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Thorough treatment
of all aspects of the topic; deep insight into the topic |
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Understood the
topic well |
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Had some idea of
the topic |
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Demonstrates
limited knowledge of the topic |
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Communicating
Information |
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Sensitive, precise
use of words with attention to connotative and denotative meanings |
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Communicates
information and ideas with considerable clarity |
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Communicates
information and ideas with some clarity |
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Communicates
information and ideas with limited clarity |
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Introduction |
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Introduction
creative and the hook interesting |
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Introduction clear
with a hook |
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Introduction
clear, no hook |
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Introduction unclear,
no hook |
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Voice |
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Could hear all
things at all times |
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Volume clear for
most of the class |
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Sometimes spoken
too quietly |
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Volume barely
audible |
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Pace/Flow |
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Excellent pace no
interruptions; topic stated clearly and flowed effortlessly |
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Good pace with few
interruptions |
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Breaks in the flow |
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Starting and
stopping |
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Use of Notes |
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Does not read
notes |
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Some reliance on
notes |
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Reads notes for
the majority of the presentation |
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Constantly looking
at notes |
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Visual Aids |
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Visual aids used
effectively |
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Visual aids used
intermittently |
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Visual aids do not
enhance the presentation |
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Poor visual aid(s) |
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Organization |
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Exceptional
organized |
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Good organization |
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Reasonably
organized |
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Gaps in
preparation evident |
Comments (Strengths
and areas for improvement)
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Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Knowledge/
Understanding |
- demonstrates
limited knowledge of facts and terms |
- demonstrates
some knowledge of facts and terms |
- demonstrates
considerable knowledge of facts and terms |
- demonstrates
thorough insightful knowledge of facts and terms |
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Understanding of
concepts, principles, and theories |
- demonstrates
limited understanding through identification and explanation of content on
topic |
- demonstrates
some understanding through identification and explanation of content on topic |
- demonstrates
considerable understanding through identification explanation of content on
topic |
- demonstrates
thorough understanding through identification and explanation of aspects of
content on topic |
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Thinking/Inquiry |
- demonstrates
limited use of specific strategies to gather information and generate ideas
for presentation |
- demonstrates
some use of specific strategies to gather information and to generate ideas
for presentation |
- demonstrates
considerable use of specific strategies to gather information and to generate
ideas for presentation |
- demonstrates a
high degree of use of specific strategies to gather information and to
generate ideas for presentation |
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Application |
- demonstrates
limited use of organizational pattern to structure ideas for presentation |
- demonstrates
some use of organizational pattern to structure ideas for presentation |
- demonstrates
considerable use of organizational pattern to structure ideas for
presentation |
- demonstrates a
high degree of use of an organizational pattern to structure ideas for
presentation |
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Use of equipment,
materials and technology Expectation: |
- demonstrates
limited use of strategies for style, text, background, timing, or transitions |
- demonstrates
some use of strategies for style, text, background, timing, or transitions |
- demonstrates
considerable use of strategies for style, text, background, timing, or
transitions |
- demonstrates a
high degree of use of strategies for style, text, background, timing, or
transitions |
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Communication Expectation: |
- communicates
information and ideas with limited clarity |
- communicates
information and ideas with some clarity |
- communicates
information and ideas with considerable clarity |
- communicates
information and ideas with a high degree of clarity and confidence |
Note: Space is provided to include the specific expectation related to the
assignment.
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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