S2+Seliga,+Tyler

=Stage 2 - Determine Acceptable Evidence.=

• Diagram: Evaluate what is micro and what is macro. • Blog: Discuss the most important economic influences. • Interview: Analyze different influences on the economy. • Debate: Consider economic systems other than their own. • Letter: Recognize the structure of different economic systems. || • Self Assessment: Rubric allowing the student to grade their own work. • Reflection: Blog entry listing three things they learned, and one thing they still have questions about. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Inform the public about how the economy works, and what are some influencing factors
 * Role:** A federally employed website designer
 * Audience:** American populace
 * Situation:** There is a poor economy, due at least in part to a lack of knowledge amongst the population
 * Product/Presentation:** Website
 * Standards (Criteria from both rubrics - product and presentation):**
 * **Product:** **Content accuracy 20%, Layout 15%, Appearance 20%, Spelling and Grammar 10%, Information provided 20%, Website navigation 15%
 * Presentation:** Content 25%, Stays on topic 15%, Preparedness 15%, Enthusiasm 20%, Posture/eye contact 15%, Listens to others 10% ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Brochure: Describe the difference between micro and macro economics.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-assessment: Ungraded quiz on basics of economics to determine what students already know.

//**What understandings/goals will be assessed through this task?**// **(G)** and the basic influencing factors of any economy. || • C1 Economic knowledge, concepts, themes and pattern ||
 * **Understanding** || **Goal (MLR)** ||
 * • Gain an understanding of the variety of economic systems that exist throughout the world,

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * **Big Ideas** || **Big Ideas** ||
 * •Economic Structure || • ||

//**Through what authentic performance task will students demonstrate understandings?**// understanding will play a large role in the continuance of the economic recession. The federal government has offered you the job of building a website that will spread basic information about the economy to the American population in hopes that through educating the population, the fear caused by the media will be lessened, and the economy will suffer less because of it. ||
 * **Task Description:** **(T)** ||
 * The economy is in trouble and many Americans ae unsure what the exact causes of the economic downturn are. Their own fear and lack of

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • Web Site || • Oral ||

//**By what criteria will student products/performances be evaluated?**// • Layout • Appearance • Spelling and Grammar • Information provided • Website navigation || • Content 25% • Stays on Topic 15% • Preparedness 15% • Enthusiasm 20% • Posture/eye contact 15% • Listens to others 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Content accuracy
 * 2004 ASCD and Grant Wiggins and Jay McTighe**