BC Education - Personal Planning Appendix D Sample 1

Appendix D - Assessment and Evaluation

Sample 1: Grades K to 1

Topic: Solving Problems in the Classroom

Prescribed Learning Outcomes:

The Planning Process

It is expected that students will:

recognize when a problem exists
relate consequences to actions and decisions

Overview

The teacher took advantage of a "teachable moment" to introduce a problem-solving process for students to use. Students then applied the process to problems as they came up throughout the year. Evaluation was based on:

Problem-Solving booklets
teacher’s observation of student work

Planning for Assessment and Evaluation

In response to a disagreement between two students, the teacher called a class meeting to introduce a process they could use to solve problems. To engage students, the teacher led a brainstorming session around the topic of problems that sometimes occur at school. The teacher recorded class suggestions on chart paper.
Once the class had generated a list of problems, the teacher introduced a problem-solving process. These questions were the framework for the process:

What is the problem?

What are possible choices?

What are the consequences of each choice?

What will I do?

How did it work?

The teacher posted the list of questions for students to refer to as they worked through problems they encountered.

The teacher then selected a problem from the class list and guided students through the problem-solving process. As they worked, they considered the consequences of various choices, developed a solution to the problem, and evaluated its affect.
When students were comfortable applying the problem-solving process, the teacher gave them each a Problem-Solving booklet. The booklet included a separate page for each stage of the process. Then the teacher suggested several problem scenarios and asked students to select one problem and illustrate each stage of the problem-solving process in their booklets.
Throughout the rest of the year, the teacher used the problem-solving approach to introduce a variety of topics and issues. Whenever problems occurred in the classroom, the teacher worked through the process with students to reinforce their problem-solving skills. The teacher then recorded observations as students worked to solve problems.

Defining the Criteria

The teacher reviewed with students the prescribed learning outcomes for these activities and explained the requirements of each task. The teacher and students decided that the following key criteria should be demonstrated in the assigned tasks.

Problem-Solving Booklet

clearly illustrates the problem
provides more than one possible solution
illustrates the consequences for each possible solution, including how it might affect themselves and others
selects a solution that effectively resolves the problem

Teacher’s Observations

clearly states the problem
applies the stages of the problem-solving process
proposes a number of alternatives to address the problem
identifies the consequences of each alternative
selects a solution that effectively resolves the problem, then acts on it

Assessing and Evaluating Student Performance

The teacher used the following rating scales to assess student performance. The teacher reviewed the rating scales with the students prior to each problem-solving activity.

Problem-Solving Booklet

Criteria	Rating
clearly illustrates the problem	4	3	2	1
provides more than one possible solution	4	3	2	1
illustrates the consequences for each possible solution, including how it might affect themselves and others	4	3	2	1
selects a solution that effectively resolves the problem	4	3	2	1

Key:	4–Strong
	3–Competent
	2–Developing
	1–Not Evident

Observation Scale

Criteria		Rating
• clearly states the problem	4	3	2	1
• clearly states the problem	Clearly and accurately describes the problem and all of its important aspects.	Accurately describes the problem and identifies most important aspects.	States the problem, but omits some important aspects.	Does not recognize that a problem exists.
• applies the stages of the problem-solving process	Completely addresses each stage of the problem-solving process. Consistently uses the information gathered from one stage and applies it in subsequent stages.	Addresses each stage of the problem-solving process, but may overlook some details. Applies some of the information in subsequent stages.	Attempts to address each stage of the problem-solving process, but may not relate the information from one stage to the next.	Does not address the stages of the problem-solving process. May focus on only one stage.
• proposes a number of alternatives to address the problem	Proposes creative, realistic alternatives that address all of the important aspects of the problem.	Proposes realistic alternatives that address the key aspects of the problem.	Proposes alternatives that address some of the key aspects. Alternatives may only partially address the problem.	Suggests only a single solution to the problem, or does not provide a solution. Alternatives might not relate to the problem.
• identifies the consequences of each alternative	Describes in detail how each alternative addresses the problem. Fully explores the advantages and disadvantages of each alternative.	Suggests some advantages and disadvantages for each alternative and relates them to the problem.	May identify advantages or disadvantages, but does not fully relate them to the problem. May focus on only one advantage or disadvantage.	May offer irrelevant or illogical arguments or be unable to explain reasoning. May not suggest there are advantages or disadvantages associated with each alternative. May identify only advantages of a preferred solution.
• selects a solution that effectively resolves the problem, then acts on it	The solution is thorough, organized, appropriate, and may be original. The student explains the reasoning that led to the solution, provides support for the choice, suggests a course of action, and takes appropriate steps to implement the solution.	The solution is complete and appropriate. The student explains the solution and provides some reasons why it was selected, suggests a course of action, and takes steps to implement the solution.	The solution may be complete, but may not be thorough or organized. The student provides a solution, but only partially explains why it was selected. The choice may be based on incomplete information.	The solution may be partial, disorganized, or inappropriate. The student does not provide a reason why the solution was selected.

Previous Page Next Page

Revised: November 24, 1999

BC Ministry of Education Home Page