Canadian History in the Twentieth Century


Assessment/Evaluation Techniques



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Assessment/Evaluation Techniques


  • 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.

Accommodations


  • 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.

Resources


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

Ontario Council of Agencies Serving Immigrants


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

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

Appendices


Appendix 3.2.2 – Rubric: Evaluation of Oral History Interview Presentation

Appendix 3.2.3 – Checklist: Student Progress in Oral History Project


Appendix 3.2.2

Evaluation of Oral History Interview Presentation





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.

Appendix 3.2.3

Student Progress in Oral History Project

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.












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