Appendix D: Evaluation Example

Sample 4: Grade 10

Topic: Managing a Multimedia Project

Foundations

It is expected that students will:

• practise and reinforce their keyboarding skills
• demonstrate the ability to formulate questions and to use a variety of sources and tools to access, capture, and store information

It is expected that students will:

• solve problems using information technology tools and resources
• use information technology tools to gather and organize information and produce documents
• evaluate the suitability of information technology tools for solving problems related to specific tasks

It is expected that students will:

• create multimedia documents using a variety of electronic sources
• demonstrate the ability to use special effects in multimedia presentations to influence a message
• evaluate the effectiveness of the component parts of multimedia presentations
• demonstrate the ability to manage the process of creating multimedia presentations

• Several lessons were spent using electronic tools and resources to locate information. Students used a variety of information technology tools to retrieve information related to topics under study in any curricular area, and evaluated this information for relevance and bias. Students organized the information collected and stored it electronically.

• The teacher provided the students with several opportunities to view and analyse multimedia presentations. Class discussions were held to focus attention on the effectiveness of the presentations and the ability of multimedia to influence a message. Students discussed the component parts of the presentations and described the tools and techniques that might have been used in the creation process.

• The students spent several class sessions using information technology tools to collect text, sounds, and images, which were then digitized and stored electronically. Students worked in small groups to explore multimedia techniques to manipulate these media elements and create presentations. Ongoing feedback was provided to students as they refined their skills and gained confidence using multimedia tools.

• Students then worked in small groups to plan, design, and create a multimedia presentation related to a topic in a curricular area. (e.g., Identify a local industry and show how it contributes to the economy of British Columbia.) Particular emphasis was placed on the students' abilities to manage the production process and monitor their own progress. Each group was asked to submit a detailed plan, including a statement of the purpose, the proposed end product, the tasks involved, the steps necessary to complete each task, and a timeline for completion.

• After students had both planned and presented their projects, they were asked to reflect on their learning by completing the following sentence stems:
  • Three alternatives I considered when I began planning my multimedia project were: _______________.
  • One design issue I had to find background information on was: _______________.
  • I was able to test the effectiveness of my solution by: _______________.
  • One part of the project I would change if I made this product again is: _______________.

Defining the Criteria

Planning a Multimedia Presentation

To what extent is the student able to:

• clearly define a purpose for the presentation
• generate ideas
• define and delineate tasks
• develop a workable timeline

To what extent does the student:

• develop a presentation that fulfills the intended purpose
• develop a clear and easy-to-understand message
• present relevant information
• use special effects to emphasize key ideas
• use multimedia tools with confidence
• integrate text, sound, video, and graphics creatively

Planning a Multimedia Presentation

The teacher used a rating scale to assess student planning.

Multimedia Presentation

The teacher used a weighted scale to assess the multimedia presentations. The weight for each element was determined collaboratively with the students.

Rating	Criteria
Maturing	purpose of presentation is clearly stated, and details are provided for clarification clear vision of the end product - or many viable possibilities - is thoughtfully considered tasks are clearly defined and delineated timeline is reasonable and workable
Developing	purpose is stated, but student may have difficulty providing clarification has a good conception of the end product or of some viable possibilities tasks are defined, although necessary steps for completion may need clarification timeline is reasonable and workable
Beginning	purpose is unclear or undeveloped is unsure of the end product or has difficulty generating ideas tasks are defined, although necessary steps for completion may be incomplete or illogical requires assistance to develop reasonable timeline

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