Geoffrey McRae

MEDT 7476
Dr. Huett
Assessment Plan

Client Information Ms. Victoria Johnson

The Primacy Collegiate Academy
johnson.victoria@tpca.tp.edu.tw

Performance Task Trading Cards

Grade Level Grade 9-12

Designer Mr. Geoffrey McRae

mcrae.geoffrey@tpca.tp.edu.tw

Performance Task Students will use the ​Trading Card Creator​ from ​ReadWriteThink
Annotation
to create a trading card identifying either a person, place, event

or object from the United States and/or Canada.

Subject(s) World Geography

Approximate Duration of 1 hour

Performance Task

Focus Standards UNIT: USA & Canada

Area of Study # 4 - Places and Regions

1. Essential Learning 3 - Awareness and appreciation of

cultural diversity

Strand(s)

1. Biblical/Christian Perspective

2. Change-Political, Social, Religion, Cultural

3. Community Service

4. Cooperation and Conflict

5. Culture

6. Diversity

1
 7. Economics

8. Ecological Concerns

9. Environment

10. Geography

11. Global Interaction

12. Historical Perspective

13. Human Rights

14. Migration

15. Political Systems

16. Religion, Moral, Ethical Beliefs

17. Technology/Innovation

Thinking Skill(s)

A. Asking geographic questions

B. Acquiring geographic information

C. Organizing geographic information

D. Analyzing geographic information

E. Answering geographic information (Adventist Education,

2002, p. 70).

National Standards ISTE 2. Design and develop digital age learning experiences

and assessments.

1. Teachers design, develop, and evaluate authentic

learning experiences and assessments incorporating

contemporary tools and resources to maximize content

learning in context and to develop the knowledge, skills,

and attitudes identified in the Standards.

2
 a. Design or adapt relevant learning experiences

that incorporate digital tools and resources to

promote student learning and creativity.

b. Develop technology-enriched learning

environments that enable all students to pursue

their individual curiosities and become active

participants in setting their own educational goals,

managing their own learning, and assessing their

own progress.

c. Customize and personalize learning activities to

address students’ diverse learning styles, working

strategies, and abilities using digital tools and

resources.

d. Provide students with multiple and varied

formative and summative assessments aligned

with content and technology standards, and use

resulting data to inform learning and teaching

(International Society for Technology in

Education, 2008, p. 1).

Descriptions and Introduction​ - Prior to the start of this class, Ms. Johnson will
Teacher Directions
share the following links with her students. The first link is a

video titled ​Americans Answer Basic Questions About Canada

(2:51 min.). The second link is an Google formed titled

Geography Students Answer 6 Basic Questions About Canada​.

Using a flipped learning format, these students will view the

3
video and take the quiz outside of the classroom. On the day of

the planned assessment, Ms. Johnson will take the following

steps:

Step 1​ - Begin by introducing the content objective and the

language objective to the class.

➢ CO: Awareness and appreciation of cultural diversity.

➢ LO: Students will use the ​Trading Card Creator​ from

ReadWriteThink​ to create a trading card identifying either

a person, place, event or object from the United States

and/or Canada. (5 Minutes)

Step 2​ - Next, direct the students to recall the video they

watched called ​Americans Answer Basic Questions About

Canada​. Review the six questions they answered from the

Geography Students Answer 6 Basic Questions About Canada

Google form in class. During the review and recall session, see

if students can answer the same following questions about the

United States.

1. What is capital of the United States?

2. Who is the president of the United States?
3. What is the population of the United States?
4. Name an American Celebrity?
5. What is Taiwan’s national animal?
6. Describe Taiwan’s Flag.

Step 3 - ​Have them start brainstorming a collaborative list of

important persons, places, events and/or objects from the United

States and Canada. Allow time for them to periodically come up

to the board and to add to a collaborative class list of persons,

places, events and objects. (15 - 20 minutes)

4
Step 4​ - Once the list is done, depending on class size, have the

class determine a final list in order of importance. Make one

final list for Canada, and one final list for the United States.

Step 5​ - Review the content and language objectives again.

Step 6​ - Take the students to the PC Lab and direct them to the

Trading Card Creator​ on ​ReadWriteThink​. Explain to them that

they will be selecting a person, place, event or object from the

collaborative list to create a trading card. Inform them that they

cannot select the same topic as other (have them begin thinking

about their choice).

Step 7​ - Before they begin, introduce the trading card rubric.

Their will be a rubric created for each possible topic. Also, show

them the example card of Thomas Paine. Use the example to

help answer any questions that they may have about this

assessment. (10 minutes)

Step 8​ - Spend about five minutes having your students select

their topic. It is first come, first served. Remind them, once they

have selected a topic, they cannot change.

Step 9​ - Begin activity. Using the their iPad, the Internet for

research and the ​Trading Card Creator​, have the students begin

working on their trading card. Walk around the classroom

attending to any and all questions that students might have. (20

minutes)

Step 10​ - To wrap everything up, have the students turn in their

trading card to be shared with the class and to be graded.

5
 Step 11​ - Use an ​I-Learned Chart​ to complete the assessment.

The I-Learned Chart is a reflective tool that provides the teacher

with formative and summative assessment data. (See Appendix

A)

Title of Rubric Real Person Trading Card Rubric (See Appendix B)

Real Place Trading Card Rubric (See Appendix C)
Real Event Trading Card Rubric (See Appendix D)
Object Trading Card Rubric (See Appendix E)

Rubric or Other Real Person Trading Card Rubric (See Appendix B)

Performance Evaluation Real Place Trading Card Rubric (See Appendix C)
Tool Real Event Trading Card Rubric (See Appendix D)
Object Trading Card Rubric (See Appendix E)

Example of Student Real Person Trading Card - Thomas Paine Example (See
Work with Teacher Appendix F)
Commentary (Insert one
example of what you
would expect a student
to submit.)

Materials and Equipment PC Computer

ReadWriteThink Trading Card Creator

What 21st Century Tablet

Technology was used in
this performance task? PC Computer

Differentiated Instruction
(Readiness, Learning
Profile, and Student
Interests)

Web Resources (if used ReadWriteThink Trading Card Creator

in the instruction and/or
assessment) YouTube ​Americans Answer Basic Questions About Canada

Google Forms ​Geography Students Answer 6 Basic Questions

About Canada

6
 Google Search

Setting​ -- Describe the Ms. Victoria Johnson teaches at The Primacy Collegiate
setting for the Academy in Taipei, Taiwan. For this assessment, Ms. Johnson
instruction and
will be working from three locations. First, the home. As a iPad
assessment (e.g.,
geographic location, school, teachers have the ability to flip their classrooms and
physical features of deliver the content at home. Because this school is a
classroom/media
one-to-one iPad school, each student must have an iPad with
center/activity center).
school required Apps. Many of these Apps are free and are
easy to integrate with our Moodle, RenWeb and G Suite
platforms. With school wide WiFi access, the iPad allows our
students to ability to be mobile learners ready to work together
and share in the learning environment.

Second, the classroom. Classrooms at The Primacy Collegiate

Academy are shared by teachers throughout the day. As a
result, they consist of a few basics, a whiteboard, an LCD
projector and movable tables in the shape of an octagon. The
LCD projector can be moved to project on either the walls or the
large window shades. Each teacher has a school issued laptop.
This allows the mobility as well.

Third, the PC lab. There are a total of 20 PCs in the PC lab.

The lab is arranged so that computer screens are facing in. This
allows the teacher access to what the students are doing at all
times. This also allows the teacher to move freely about the lab
attending to any and all questions the students may have.

Learners​ -- Describe the In this class, there are 13 students. One student is from
characteristics of the Canada, one student is from Korea, and 11 students are from
learners, such as age,
Taiwan. There are five grade 9 students, six grade 10 students,
gender, race/ethnicity,
exceptionalities one grade 11 and one grade 12 student. Six of the students are
(disability and female, and seven are males. One student is a native English
giftedness),
speaker, while 12 students are considered second language
developmental levels,
culture, language, learners. All are bilingual. All students are in the Open High

7
interests, learning styles program which means that they do not take any additional
or skill levels. language courses. However, four of the students have come
from our Pre-Open High program which required them to take at
least one writing and reading course per semester.

Though all students belong to the Open High program, they may
be at different levels of language fluency.

8
 References

Adventist Education (2002). Curriculum guide: Social studies grades 9-12. Retrieved from

http://www.nadeducation.org/client_data/files/731_socialstudies912.pdf

International Society for Technology in Education (2008). ISTE standards teachers.

Retrieved from https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf

9
I-Learned Chart (Appendix A)

Three things that I learned are… Three things that three of my classmates
learned…

1) 1)

2) 2)

3) 3)

My thoughts, ideas, and reflections. Three things on this subject that I would like
to learn more about are...

1) 1)

2) 2)

3) 3)

10
Real Person Trading Card Rubric (Appendix B)
4 3 2 1

Background Time Period, Time Period, Two sections Only one

Location, and Location, and (Time Period, section
Role Role sections Location, or (Time Period,
sections all completed with Role) Location, or
completed with some detail. completed Role)
excellent detail. with some completed with
detail. some detail.

Major Events Events and Events and Only one None of the
Response Response section sections
sections sections (Events or (Events or
both completed completed with Response) Response) is
with excellent some detail. completed with complete.
detail. some detail.

Development Problem, Goal, Problem, Goal, Only two Only one

and and sections section
Outcome Outcome (Problem, Goal, (Problem, Goal,
sections sections or Outcome) or Outcome) is
all completed completed with completed with completed with
with some detail. some detail. some detail.
excellent detail.

Memorable Quotes, Quotes, Only two Only one

Interactions Actions, Actions, sections section
and Interactions and Interactions (Quotes, (Quotes,
sections all sections Actions, Actions,
completed with completed with or Interactions) orInteractions)
excellent detail. some detail. completed with completed with
some detail. some detail.

My Like, Dislike, Like, Dislike, Only two Only one

Impressions and and sections section
Personal Personal (Like, Dislike, or (Like, Dislike, or
connection connection Personal Personal
sections sections connection) connection)
all completed completed with completed with completed with
with some detail. some detail. some detail.
excellent detail.

Language No One to three Four to six More than six

Conventions capitalization, capitalization, capitalization, capitalization,
spelling, or spelling, or spelling, or spelling, or
punctuation punctuation punctuation punctuation
errors errors errors errors

Total Score: _________________

11
Real Place Trading Card Rubric (Appendix C)
4 3 2 1

Description Location, and Location, and Only one None of the

appearance appearance section Sections
sections all sections (Location or (Location or
completed with completed with Appearance) Appearance) is
excellent detail. some detail. completed complete.
with some
detail.

Purpose Events and Events and Only one None of the

Response Response section sections
sections sections (Events or (Events or
both completed completed with Response) Response) is
with excellent some detail. completed with complete.
detail. some detail.

Development Problem, Goal, Problem, Goal, Only two Only one

and and sections section
Outcome Outcome (Problem, Goal, (Problem, Goal,
sections sections or Outcome) or Outcome) is
all completed completed with completed with completed with
with some detail. some detail. some detail.
excellent detail.

Memorable Quotes, Quotes, Only two Only one

Interactions Actions, Actions, sections section
and Interactions and Interactions (Quotes, (Quotes,
sections all sections Actions, Actions,
completed with completed with or Interactions) orInteractions)
excellent detail. some detail. completed with completed with
some detail. some detail.

My Like, Dislike, Like, Dislike, Only two Only one

Impressions and and sections section
Personal Personal (Like, Dislike, or (Like, Dislike, or
connection connection Personal Personal
sections sections connection) connection)
all completed completed with completed with completed with
with some detail. some detail. some detail.
excellent detail.

Language No One to three Four to six More than six

Conventions capitalization, capitalization, capitalization, capitalization,
spelling, or spelling, or spelling, or spelling, or
punctuation punctuation punctuation punctuation
errors errors errors errors

Total Score: _________________

12
Physical Object Trading Card Rubric (Appendix D)
4 3 2 1

Description Definition and Definition and Only one None of the

sense sections sense sections section Sections are
all completed with completed complete.
completed with some detail. with some
excellent detail. detail.

Purpose Location and Location and Only one None of the

Function Function section Sections are
sections all sections completed complete.
completed with completed with with some
excellent detail. some detail. detail.

Importance Use, effects and Use, effects and Only one None of the
to whom to whom section Sections are
sections all sections completed complete.
completed with completed with with some
excellent detail. some detail. detail.

Interesting Completed with Completed Completed None of this

Facts excellent detail. with some with little Section is
detail. detail. complete.

Personal Completed with Completed Completed None of this

Connection excellent detail. with some with little Section is
detail. detail. complete.

Language No One to three Four to six More than six

Conventions capitalization, capitalization, capitalization, capitalization,
spelling, or spelling, or spelling, or spelling, or
punctuation punctuation punctuation punctuation
errors errors errors errors

Total Score: _________________

13
Real Event Card Rubric (Appendix E)
4 3 2 1

Description What, Time What, Time Two sections Only one

Period, and Period, and (What, Time section
Location Locationsection Period, or (What, Time
sections all s Location) Period, or
completed with completed with completed Location)
excellent detail. some detail. with some completed with
detail. some detail.

Cause and Cause, reason, Cause, reason, Two sections Only one
Outcome and and (Cause, reason, section
Result sections Result sections or (Cause, reason,
all completed with Result) or
completed with some detail. completed Result)
excellent detail. with some completed with
detail. some detail.

Importance Significance Significance Only one None of the

and to whom and to whom section Sections are
sections all sections completed complete.
completed with completed with with some
excellent detail. some detail. detail.

Interesting Completed with Completed Completed None of this

Facts excellent detail. with some with little Section is
detail. detail. complete.

Personal Completed with Completed Completed None of this

Connection excellent detail. with some with little Section is
detail. detail. complete.

Language No One to three Four to six More than six

Conventions capitalization, capitalization, capitalization, capitalization,
spelling, or spelling, or spelling, or spelling, or
punctuation punctuation punctuation punctuation
errors errors errors errors

Total Score: _________________

14
Real Person Trading Card - Thomas Paine Example (Appendix F)

15