on the right track
technology design cycle report
Criterion A - Investigate
Identify the Problem
To illustrate this point, I created a chart, based on prior knowledge, to demonstrates all that I know about assessment in each class and the images are on display (two images below).
For better student engagement, the students should be aware of the objectives and assessment task and marking criteria. If the students are fully aware of assessment tasks and the way it will be mark, student will then be more efficient with their time and energy.
(Part Two) I discovered, through research, that a spreadsheet is an excelent way to display and explain my classroom assessment tasks. Here is some background information about spreadsheets.... (all about spreadsheets (history, who invented them, who uses them, advantages of spreadsheets, examples of different types of spreadsheets, etc.))
(Part Three) To help explain MYP assessment and grading to the target audience, I conducted some research into various stand alone presentations and this is what I discovered:
- be stand alone
- be appropriate in length (not to long or too short)
- for MYP students (audience)
- outline assessment criteria, how each assessment criteria is graded and how and overall grade is calculated
- use a good balance of images and text
- when information and/or images are used from other sources - it must be referenced
The spreadsheet created must:
- include all subject
- include all assessment criteria
- allow for multiple units of work
- calculate averages, when appropriate
- include overall grade
- use different cell colours for different subjects
- include a heading
- Was the stand alone product appropriate for the target audience (MYP Students)?
- Was there a careful balance between text and image in the stand alone product?
- Were all classes covered in the stand alone product ?
- Was there a clear introduction on the stand alone product ?
- Was the colour scheme, font choice and layout, of the stand alone product, stylish and effective?
- Is the the stand alone product appropriate in length (not to long or too short)?
- Does the stand alone product outline assessment criteria, how each assessment criteria is graded and how and overall grade is calculated
- When information and/or images are used from other sources in the stand alone product - was it must be referenced?
- Name three things you liked about the stand alone product .
- Name three things that should be changed on the stand alone product to make it better.
- Was the spreadsheet complete with space for all subjects, all assessment criteria, all units of work?
- Did the spreadsheet have an excellent title?
- Was colouring used effectively on the spreadsheet?
- Did the spreadsheet use formula for average, sum, sorting and display appropriate cell merge, bordering and shading?
- Was the layout excellent?
- Name three things you liked about the spreadsheet.
- Name three things that should be changed so that the spreadsheet is better.
I will conduct the test between 24th - 26th September.
The testers will be:
- Ms. Paulenne
- Mr Jordan
Assessment Criterion A: Investigate
0 The student does not reach a standard described by any of the descriptors below.
1 — 2The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
3 — 4The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
5 — 6The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.