Sample 3:Grade 9

Topic: Comparing Economic Systems

Prescribed Learning Outcomes:

Business Communication

It is expected that students will:

create effective business communications by integrating a variety of technologies

Finance

It is expected that students will:

use basic record-keeping practices for financial management

Economics

It is expected that students will:

analyse the effects of competition in the marketplace
outline methods of resource allocation in various economic systems
explain how factors of production including land, labour, capital, and entrepreneurship affect business decision making

OVERVIEW

The teacher developed a unit that allowed students to investigate the principles of economic systems. The unit also provided opportunities to assess students' group communication and problem-solving skills. Evaluation was based on:

group presentation stations
individual responses to issues

PLANNING FOR ASSESSMENT AND EVALUATION

The teacher provided instruction about political-economic systems and described how ownership of property, consumer choice, competition, and government interference differed in the different systems.
The teacher provided the following scenario: Humans have set up a space colony and want to develop a trading relationship with aliens in the same region. Students were then divided into groups, and each group brainstormed and described at least three options for political and economic relations. The teacher asked each group to select one option to develop, justify its choice, and develop a presentation station to illustrate the system. They were asked to include details about the currency; principles of trade; and distribution of wealth, food, labour, and education in their systems.
Students used a variety of resources to develop their ideas (e.g., science-fiction movies, television shows, and stories; the Internet and CD-ROMs; classroom and library resources) and included written, audio, and visual materials in their presentations.
To view the presentation stations, the teacher arranged students in touring groups. Each touring group was comprised of one member from each of the original groups. As students rotated from station to station, each had an opportunity to present at his or her group's station and to view all of the other groups' economic systems.
Following the tour, the teacher provided each group with two issues to challenge the economic system it had developed (e.g., there is a drought on planet X, resulting in a shortage of Y; the inhabitants of planet M think that something you throw out is very valuable; one group suggests that tax dollars unfairly benefit another group). Students worked independently to describe how the issues would impact their group's economic systems, suggest modifications to their systems to address the issues, and justify their solutions.

DEFINING THE CRITERIA

The teacher reviewed the prescribed learning outcomes, explained the requirements of each task, and discussed the key criteria with students.

Presentation Station

To what extent does the student:

develop a presentation that fulfils the intended purpose
develop a well-organized and easy-to-understand presentation
use several media to present ideas
use spreadsheets to display financial information
define the currency in relation to the value of various trade items (resources)
use political and economic concepts accurately to describe the selected system

Individual Response to Issues

To what extent is the student able to:

organize ideas clearly and logically
identify the economic implications of each issue
use economic terminology to describe the problem associated with each issue and relate the issue to the economic principles it affects
develop and justify a solution based on economic and social principles

ASSESSING AND EVALUATING STUDENT PERFORMANCE

The teacher evaluated students' demonstrations of the learning outcomes using checklists and rating scales. Students had copies of the scales as they prepared their work.

For the presentations, the teacher assessed both the individual elements of the presentation stations and the stations' overall effectiveness. Students used a similar approach for peer evaluations.

Presentation Station
Group: ___________________________________
Title of the Economic System: ___________________________________

Specific Features
Criteria Rating

well organized, and neatly and creatively presented

uses several media to present ideas

spreadsheets display financial information

defines currency in relation to the value of various trade items

uses political and economic concepts appropriately to describe the selected system, including:

allocation of resources

degree of choice

degree of competition in the marketplace

degree of government interference

Key:
5-Strong; criteria fully demonstrated.
4-Competent; criteria adequately demonstrated.
3-Developing; criteria partially demonstrated.
2-Limited; some evidence of criteria.
1-Not evident.

Overall Presentation
Rating Criteria
Outstanding Goes beyond what is required to achieve the goal. Presentation is creative and uses a variety of media to convey ideas effectively. System is well conceived and developed, using economic and political concepts accurately.
Good Includes all elements necessary to fulfil the purpose. Presentation is clear and understandable. Uses a variety of media to convey ideas effectively, and uses economic and political concepts accurately.
Satisfactory Adequately fulfils the purpose. Although some elements may be missing, the presentation is clear and understandable. Uses several media to convey ideas, and uses economic and political concepts in appropriate contexts.
Needs Improvement Has not completed the requirements of the assignment.
Comments/
Suggestions

**Presentation Station**
Group: ___________________________________ Title of the Economic System: ___________________________________
Specific Features
Criteria	Rating
well organized, and neatly and creatively presented
uses several media to present ideas
spreadsheets display financial information
defines currency in relation to the value of various trade items
uses political and economic concepts appropriately to describe the selected system, including:
allocation of resources
degree of choice
degree of competition in the marketplace
degree of government interference
Key: 5-Strong; criteria fully demonstrated. 4-Competent; criteria adequately demonstrated. 3-Developing; criteria partially demonstrated. 2-Limited; some evidence of criteria. 1-Not evident.
Overall Presentation
Rating	Criteria
Outstanding	Goes beyond what is required to achieve the goal. Presentation is creative and uses a variety of media to convey ideas effectively. System is well conceived and developed, using economic and political concepts accurately.
Good	Includes all elements necessary to fulfil the purpose. Presentation is clear and understandable. Uses a variety of media to convey ideas effectively, and uses economic and political concepts accurately.
Satisfactory	Adequately fulfils the purpose. Although some elements may be missing, the presentation is clear and understandable. Uses several media to convey ideas, and uses economic and political concepts in appropriate contexts.
Needs Improvement	Has not completed the requirements of the assignment.
Comments/ Suggestions

Individual Response to Issues
Rating Criteria
Outstanding The response demonstrates an extended understanding of economic principles and concepts. The response demonstrates the student's comfort with discussing and evaluating the economic implications of each issue as it relates to the group's economic system. The student includes an effective analysis of the economic principles that each issue affects, fully discusses the implications of each issue, and evaluates the pros and cons of possible solutions to the problem using appropriate terminology. The solution is justified, based on specific criteria that reflect the group's economic system. The response is clearly written and well developed.
Good The response demonstrates an understanding of economic principles and concepts. The response accurately describes how each issue would impact the group's economic system. The student selects a solution that will address each issue, and is able to justify the solution using appropriate terminology. The response is clearly written and well developed.
Satisfactory The response demonstrates basic understanding of economic principles. The response demonstrates an understanding of economic terminology, although the concepts may be confused. The response demonstrates a basic recognition of the economic impact of each issue. The student identifies each issue using economic terminology, but may not relate it accurately to the group's economic system. Although the solution addresses the issue, it may not be fully justified. The reader may have to reread in order to understand it.
Needs Improvement The response does not meet the requirements.

**Individual Response to Issues**
Rating	Criteria
Outstanding	The response demonstrates an extended understanding of economic principles and concepts. The response demonstrates the student's comfort with discussing and evaluating the economic implications of each issue as it relates to the group's economic system. The student includes an effective analysis of the economic principles that each issue affects, fully discusses the implications of each issue, and evaluates the pros and cons of possible solutions to the problem using appropriate terminology. The solution is justified, based on specific criteria that reflect the group's economic system. The response is clearly written and well developed.
Good	The response demonstrates an understanding of economic principles and concepts. The response accurately describes how each issue would impact the group's economic system. The student selects a solution that will address each issue, and is able to justify the solution using appropriate terminology. The response is clearly written and well developed.
Satisfactory	The response demonstrates basic understanding of economic principles. The response demonstrates an understanding of economic terminology, although the concepts may be confused. The response demonstrates a basic recognition of the economic impact of each issue. The student identifies each issue using economic terminology, but may not relate it accurately to the group's economic system. Although the solution addresses the issue, it may not be fully justified. The reader may have to reread in order to understand it.
Needs Improvement	The response does not meet the requirements.

Revised: October 29, 1997

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