Skip to main content

Aga's GBC Edusite



Technology Rubrics

 
 
Example of Rubrics (Process and Product)
AIR-QUALITY INDICATORS
 
 
Students will identify air-quality indicators for asthma and report on high-risk areas in Alberta.
 
SCIENCE OUTCOMES (6: Environmental Quality)
No.
Description
A1
develop awareness of effects that environmental quality has on the health and well-being of living things
S1
identify issues and concerns regarding environmental quality
C2.1
identify abiotic factors in an environment that might affect the health and distribution of living things in that environment; e.g., available oxygen in water, presence of solids in air or water
C2.6
identify indicators of air quality; e.g., presence of polluting gases, presence of particulates
C3.4
describe concentration of materials in micrograms per liter, milligrams per liter or in parts per million
 
ICT OUTCOMES
No.
Description
C1.3.1
plan and conduct a search, using a wide variety of electronic sources
C1.3.3
access and operate multimedia applications and technologies from stand-alone and online sources
C1.3.5
analyze and synthesize information to create a product
C1.3.6
communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose
C6.3.1
articulate clearly a plan of action to use technology to solve a problem
C6.3.2
identify the appropriate materials and tools to use in order to accomplish a plan of action
C6.3.3
evaluate choices and progress in problem solving, then redefine the plan of action as appropriate
C7.3.2
make connections among related, organized data, and assemble various pieces into a unified message
 
CRITERIA are evidence that the student has achieved the outcomes
 
Each student will:
·         identify and retrieve information
·         identify indicators
·         evaluate and select indicators
·         synthesize information
·         demonstrate awareness of environmental effects.
 
TEACHER NOTES
·         Prior to using the rubrics for this task, ensure that students understand the language used. See page 12 of the Classroom Assessment Tool Kit for more information.
·         To facilitate this activity, teachers may wish to spend time discussing possible options for planning and conducting the required research using information technology. Suggested materials for the project include an Alberta map master, a sample Web site address for information about air-quality indicators and information about compiling an effective scientific report. A useful Web site containing relevant information and links to other sites is http://www3.gov.ab.ca/env/air.html.


 

Student Assessment Task
 

 

 

Air-Quality Indicators
 
 
People with asthma are affected by the quality of the air, so it is important to make air-quality information readily available to the public. The Alberta Lung Association wishes to provide this information and has asked you, as an environmental researcher, to identify and report on high-risk areas in the province.
 
To complete this project, you will use the most current sources to determine which air-quality indicators are relevant to people with asthma, and which indicators are most important. Identify the prevalence of these indicators in various locations around Alberta. Devise a way to rank each area; e.g., low-risk, medium-risk or high-risk, and prepare a map of Alberta showing the ranking of each area. Finally, you will present your findings to the Alberta Lung Association.
 
 


Student                                             
 
 
SCIENCE RUBRIC
AIR-QUALITY INDICATORS
 
Level
 
Criteria
 
4
Excellent
 
3
Proficient
 
2
Adequate
 
1
Limited*
 
Insufficient/ Blank*
 
Identifies indicators
(S1, C2.1, C2.6)
Selects relevant and comprehensive indicators of air-quality control
Selects relevant indicators of air-quality control
Selects an incomplete list of air-quality control indicators
Selects indicators of air-quality control that are irrelevant or unimportant
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
 
Evaluates
and selects indicators
(C3.4)
 
 
Devises and applies a method to compare air-quality indicators to make an optimal choice of the most significant indicators
Devises and applies a method to compare air-quality indicators to make a choice of significant indicators
Devises and applies a method to compare air-quality indicators to make a choice of indicators
Devises and applies a method that makes it difficult to make a clear choice of indicators
 
Demonstrates awareness of environmental effects
(A1)
 
 
Insightfully demonstrates awareness of the effects of air quality on the health and well-being of people with asthma
Clearly demonstrates awareness of the effects of air quality on the respiratory health of people with asthma
Demonstrates awareness of the effects of environmental factors on individuals with respiratory difficulties
Demonstrates little, if any, evidence of awareness that air quality affects the health of individuals with respiratory difficulties
 
*When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
 
Student Learning Goals
·         Area of need (What’s hard for me):                                                                   
-        Action
·         Strength to enhance:                                                                                       
-        Action
 
 


Student                                             
 
 
ICT RUBRIC
AIR-QUALITY INDICATORS
 
Level
 
Criteria
 
4
Excellent
 
3
Proficient
 
2
Adequate
 
1
Limited*
 
Insufficient/ Blank*
 
 
Identifies
and retrieves information
(C1.3.1, C6.3.1, C6.3.2)
Retrieves insightful information needed to prepare a presentation
Retrieves information needed to prepare a presentation
Retrieves partial information needed to prepare a presentation
Retrieves little or no information needed to prepare a presentation
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
 
Evaluates
and selects sources
(C6.3.3, C1.3.5, C1.3.3)
Evaluates and selects sources and types of information highly relevant to the research task
Selects sources and types of information appropriate to the research task
Selects information which is somewhat relevant to the research task
Selects information irrelevant to the research task
 
Synthesizes information
(C1.3.5, C7.3.2)
 
Organizes and synthesizes information from a variety of sources to create a comprehensive report
Organizes and synthesizes information from a variety of sources to create a report
Organizes and synthesizes information from few sources to create a report
Organizes and synthesizes information from few, if any, sources to create an incomplete report
 
 
Presents findings
(C1.3.6)
 
 
Uses technology effectively to communicate information in an engaging, persuasive manner
 
Uses technology to communicate information in an understandable manner
Uses technology to communicate information in an incomplete or confusing manner
Uses technology to communicate little, if any, information
 
*When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.
 
Student Learning Goals
·         Area of need (What’s hard for me):                                                                   
-        Action
·         Strength to enhance:                                                                                       
-        Action
 
 
n16