Canadian History in the Twentieth Century

Assessment/Evaluation Techniques

Download 0.82 Mb.

1 ... 30 31 32 33 34 35 36 37 ... 66

Rubric: The teacher evaluates the presentations to determine the level of achievement for the criteria identified in Appendix 3.2.2.
Formal observations made by the teacher on a checklist may be used to monitor student progress. The teacher checks the progress of the students' work at various stages of development.
See Appendix 3.2.3.

For some students it may be necessary to allow more time to complete their interviews
More direct involvement of the teacher may be necessary with students to assist them in developing questions and conducting interviews. A list of questions could be provided.
The teacher could arrange for an appropriate participant to be interviewed.

Print

Approved classroom textbooks

The Holy Bible. Revised Standard Version. Catholic Edition. London: Thomas Nelson and Sons, 1966.

Computer/Web Sites

Office for Social Justice, Archdiocese of St. Paul and Minneapolis

Major Themes from Catholic Social Teaching
http://www.osjspm.org/cst/themes.htm

http://www.web.net/~ocasi/

The 1998 Canadian & World Encyclopedia. CD-ROM. Toronto: McClelland & Stewart, 1998.

Appendix 3.2.2 – Rubric: Evaluation of Oral History Interview Presentation

Appendix 3.2.3 – Checklist: Student Progress in Oral History Project

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding (reasons for immigration)	- presentation demonstrates limited knowledge of facts and concepts	- presentation demonstrates some knowledge of facts and concepts	- presentation demonstrates considerable knowledge of facts and concepts	- presentation demonstrates thorough knowledge of facts and concepts
Oral Communication	- language and/or delivery resulted in oral communication with limited effectiveness	- language and/or delivery resulted in oral communication with some effectiveness	- language and/or delivery resulted in oral communication with considerable effectiveness	- language and/or delivery resulted in oral communication with highly effective communication
Visual Communication	- ineffective or inappropriate visuals were used	- appropriate visuals were used in a satisfactory manner	- appropriate visuals were used effectively	- appropriate visuals were used with a great degree of effectiveness
Making Connections	- little attempt was made to demonstrate how well immigrants were treated	- a satisfactory effort was made to demonstrate how well immigrants were treated	- a considerable effort was made to demonstrate how well immigrants were treated	- a highly effective effort was made to demonstrate how well immigrants were treated
Overall Achievement Level:
Strengths: Areas to Review: Next Steps:

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Name: _________________________________________________ Date: ______________________

Knowledge or skill exhibited by student	Incomplete	Complete
Selected country of origin for interview participant.
Contacted interview participant.
Arranged interview with participant.
Received permission to use electronic recording devices.
Discussed nature of questions with participant.
Completed reading about immigrant experience in 1950s.
Developed questions about push factors.
Developed questions about pull factors.
Developed questions about the trip to Canada.
Developed questions about the new employment experiences.
Developed questions about the reaction to immigrant presence in Canada.
Developed questions about immigrant contributions to Canada.
Tested the questions.

Directory: Portals -> lamoreaux -> docs
Portals -> Draft I film Screening
Portals -> Black History Academic Bowl arts & entertainment
Portals -> Setting the Table for a Successful Season
docs -> The Battle of the Atlantic

Download 0.82 Mb.

Share with your friends:

1 ... 30 31 32 33 34 35 36 37 ... 66