Sample 1: Grade 11

Topic: Introduction to Technology

Prescribed Learning Outcomes:

Applications of Technology

It is expected that students will:

use available technologies to create, reproduce, and manipulate music
demonstrate an understanding of the physics and physical properties of sound and sound synthesis
use, care for, and maintain electronic tools, equipment, materials, and work space in a safe and environmentally sensitive fashion
use appropriate technical terminology to describe the composition process

Overview

Students worked in co-operative groups to explore a series of music technology workstations. Evaluation was based on:

questionnaires for each workstation
demonstrations of a selected technology

Planning for Assessment and Evaluation

The teacher set up a series of workstations using the technology available in the school. Workstations included a variety of equipment such as: MIDI equipment, analog stereo tape decks, keyboards, CD players, soundboards, computers, and 8- to 16-track digital recorders. (Note: this activity does not depend upon the availability of sophisticated technology; stations can be developed around the technology that is available.)
The teacher provided a questionnaire at each workstation that included questions about:
- terminology related to the hardware or software
- key features and uses
- operating instructions
- care and maintenance
- performance and sound-manipulation possibilities
- technical and sound qualities unique to the technology
The teacher divided students into groups of three and explained that the groups would each complete three tasks at each station. Students would undertake different tasks at different stations so that all would have turns at the following:
- reading the manuals
- manipulating the hardware
- recording answers to the questionnaires
The groups spent 15 to 20 minutes at each workstation over the next two classes. The teacher circulated as they worked, asking questions and offering assistance as needed. After completing a questionnaire for a workstation, each group summarized what was learned by creating a Plus-Minus-Interesting (PMI) chart:
- Plus: positive features and advantages of the technology
- Minus: limitations and disadvantages
- Interesting: interesting features, uses, and possibilities
When the groups had completed their work at all the stations, they posted their PMI charts beside the relevant stations and circulated, reading one anotherźs summaries.
Each group was assigned one technology to demonstrate to the class. The teacher discussed the criteria and provided students with copies of the rating scale that would be used for peer and teacher evaluation.

Defining the Criteria

Questionnaires

To what extent does the group provide clear, complete, and accurate information for each of the following:

definitions of terminology related to the hardware or software
diagrams showing key features and uses
sequenced operating instructions
instructions for care and maintenance
description of performance and sound-manipulation possibilities
outline of technical and sound qualities unique to the technology

Demonstration

To what extent does the group include a clear, detailed, and accurate:

identification of key features and uses (using precise terminology)
demonstration of operating procedures, including care and maintenance
explanation of positive features
performance and demonstration of sound-manipulation possibilities (musical examples created or recorded using the technology)
discussion of limitations and potential problems
response to questions from the class

Assessing and Evaluating Student Performance

Questionnaires

The students completed a rating scale before submitting the questionnaires for marking. The teacher considered their ratings when assigning the marks.

Demonstrations

The teacher provided copies of the criteria and a rating scale as students prepared their demonstrations. During the demonstrations, class members used the rating scale as the basis for peer evaluation. The teacher synthesized the peer ratings and considered these in assigning an overall rating to each group.

Questionnaires
	Rating Group Teacher	Comments
Station 1
definitions of terminology
diagrams showing key features and uses
sequenced operating instructions
instructions for care and maintenance
description of performance and sound-manipulation possibilities
outline of technical and sound qualities unique to the technology
Station 2
definitions of terminology
diagrams showing key features and uses
sequenced operating instructions
instructions for care and maintenance
description of performance and sound-manipulation possibilities
outline of technical and sound qualities unique to the technology

Questionnaires continued
	Rating Group Teacher	Comments
Station 3
definitions of terminology
diagrams showing key features and uses
sequenced operating instructions
instructions for care and maintenance
description of performance and sound-manipulation possibilities
outline of technical and sound qualities unique to the technology
Station 4
definitions of terminology
diagrams showing key features and uses
sequenced operating instructions
instructions for care and maintenance
description of performance and sound-manipulation possibilities
outline of technical and sound qualities unique to the technology

Key:
3--Clear, complete, and accurate.
2--Accurate; may omit some details or be somewhat unclear.
1--Includes some accurate information; some key information is missing, unclear, or inaccurate.
0--Substantial information is missing, unclear, or inaccurate.

Demonstration
Rating	Criteria
Strong	Clear, detailed, and accurate. Goes beyond requirements to include information about innovative uses or to forecast future developments. Provides and analyses a variety of samples of performance and sound-manipulation applications. Includes an insightful discussion of the possibilities and limitations of the technology. Responds to questions with accurate and relevant information.
Good	Clear, detailed, and accurate. Meets all requirements. Samples illustrate performance and sound-manipulation possibilities. Discussion of the possibilities and limitations tends to focus on obvious features. Responds to most questions with accurate and relevant information.
Minimal	Accurate, but may be unclear or lack detail in places. Meets most requirements, at least at a minimal level. Samples may focus on one application, rather than illustrating a range of possibilities. Students may have difficulty with the performance or sound manipulation. Discussion of the possibilities and limitations may be very brief. Group tends to respond to questions by repeating information from the presentation.
Weak	Some accurate information, but it would not be possible to operate the equipment effectively by following the demonstration. Presentation may be confusing and is often very brief. Demonstration of performance or sound manipulation may be unsuccessful. May omit discussion of possibilities and limitations.
Unsatisfactory (Must Redo)	Generally inaccurate, confusing, and incomplete.

Revised: January 25, 1999

BC Ministry of Education Home Page

Sample 1: Grade 11

Prescribed Learning Outcomes:

Applications of Technology

Overview

Planning for Assessment and Evaluation

Defining the Criteria

Questionnaires

Demonstration

Assessing and Evaluating Student Performance

Questionnaires

Demonstrations

Questionnaires

Questionnaires continued

Demonstration