Appendix D: Assessment and Evaluation - Samples

Sample 1: Grade 11

Topic:

Prescribed Learning Outcomes:

Work in Mechanical and Fluid Systems

It is expected that students will:

• solve common problems involving work, force, and distance
• identify and describe examples of work done by fluid in a system

Energy (Mechanical Systems)

It is expected that students will:

• describe the relationship between work and mechanical energy
• apply the concept of conservation of energy to a mechanical system

Energy (Fluid Systems)

It is expected that students will:

• demonstrate understanding of how the energy stored in fluid systems is controlled and used
• calculate the quantity of kinetic energy for a volume of fluid

Overview

The teacher planned a unit to assist students in understanding the relationships between work and energy. The teacher evaluated students' measurement and observation skills and their understanding of work-energy relationships.

Planning for Assessment and Evaluation

• The teacher began the unit by conducting class discussions and asking questions such as: What does the term work mean? Is the everyday use of this term appropriate in every case? What indicates that work is being done in a system? The teacher then reviewed with students the concept of work in various systems, the skills necessary to measure quantities of work, and how to describe work in appropriate units.
• In groups, students identified forms of energy in everyday life (e.g., at school, at home, in recreation, in the work world) and presented this information to the class. Following the presentations, the teacher summarized the forms of energy on the chalkboard and reviewed methods of determining energy in various systems.
• To help students understand the relationship between work and energy, the teacher then set up an investigation activity that used pulleys to do work. Students were asked to determine F and D input and F and D output and then analyse the advantages and disadvantages of different pulley combinations.
• After a class discussion on efficiency and methods of improving it, students conducted a second investigation activity. They used either fluid motors or pneumatic pistons to determine work input, output, and overall efficiency.
• The teacher then presented a lesson on how to determine energy in different systems, discussing the drawbacks and advantages of using various energy devices in different situations (e.g., using pneumatic motors instead of electric motors in auto shops). The teacher then asked students to design their own investigations to determine the efficiency of electrical or thermal devices.

Defining the Criteria

Measurement and Observation

To what extent does the student:

• make necessary measurements
• use measurement equipment correctly
• identify limitations of the results, and attempt to reduce these where possible
• record physical observations where possible

Understanding Work-Energy Relationships

• identify examples in which various forms of energy are converted to work
• calculate energy using appropriate units
• correctly calculate the work done
• apply appropriate units and convert as necessary
• account for differences between energy input and work output
• suggest ways of reducing losses in conversion
• correctly identify the energy form available
• identify feasible methods of improving efficiency
• discuss advantages and disadvantages in applications of the energy conversions investigated

Assessing and Evaluating Student Performance

The teacher used a performance scale to assess and evaluate students' measurement and observation skills. Scale point 1 was considered minimally acceptable.

Rating	Criteria
5	identifies all variables that could influence measurements develops strategies to reduce the impact of measurement errors takes measurements carefully to improve the accuracy of the data, and may suggest routines not included in the instructions adjusts the number of readings to reflect the relevancy of each portion of the investigation includes extensive physical data where possible identifies results that are outside reasonable parameters for the experiment, retakes those measurements, and includes anecdotal comments for those data points
4	identifies several variables that could influence measurements develops at least one strategy to reduce the impact of errors takes measurements carefully to improve the accuracy of the data records data equally for all portions of the investigation, but may not increase the frequency of measurements during critical phases of the experiment identifies results that are outside reasonable parameters for the experiment and includes anecdotal comments for those data points includes physical data where possible
3	identifies several variables that could influence measurements, but may not develop strategies to reduce the impact of errors recognizes that techniques used for measuring results will have an impact on quality and accuracy, but may not exercise care and attention when collecting data records data equally for all portions of the investigation, but is not able to identify critical phases demonstrates an awareness that some results may be outside reasonable parameters for the investigation
2	considers that errors may have an impact on results, but does not develop strategies to reduce the impact of errors records data equally for all portions of the investigation without being aware that critical phases exist has difficulty making observations without direct guidance from peers or the teacher, but is successful when following a modelled process
1	does not identify causes of investigation error is unaware when measurements are outside reasonable parameters for the investigation does not take initiative to make observations unless directly supervised by the teacher takes little care to collect accurate observations accepts other students' results without verification or discussion

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Last Modified: April 1, 1998.
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