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CHOOSE A CITY |
EPA PHOENIX |
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| Outcome Area |
Proficiency |
Items |
Tasks |
Assessment Criteria |
Items |
Tasks |
Assessment Criteria |
ISTE National Educational Technology Standards |
| Technology Use: Web-Based Tools |
citing URL |
1 |
students locate and cite URLs of Web pages that contain the information in their summaries |
whether their URLs are cited correctly and go to the correct Web pages |
16 |
students locate and cite the URL of an EPA Web page that contains information about the health effects of ozone pollution |
whether the URL has been cited correctly and goes to the correct Web page |
Students use technology tools to locate, evaluate, and collect information from a variety of sources. |
| Technology Use: Web-Based Tools |
formulating targeted phrase-based Web search query |
3 |
students generate a search phrase for retrieving information that answers a research question of theirs |
whether the search phrase is of sufficiently high quality to demonstrate that they understand how to devise an effective search phrase |
14 & 15 |
students generate search phrases about the health effects of ozone pollution, execute queries, compare the results, then select which one yielded the better results and explain why |
whether the search phrase they have selected is the more effective one, and whether their reason for selecting it demonstrates that they understand the search process |
Students use technology tools to locate, evaluate, and collect information from a variety of sources. |
| Technology Use: Web-Based Tools |
using attribute-based search tool to find targeted information in Web-based data base |
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1, 12 |
students use attribute-based search tool on the EPA Web site to generate specific charts and tables of data |
whether they can correctly answer simple questions about the charts that they would not be able to answer if they could not successfully carry out the search |
Students use technology tools to locate, evaluate, and collect information from a variety of sources. |
| Technology Use: Productivity Tools |
using graphics in a composition developed on the computer |
5 |
the students electronically insert graphics from Web sources to enhance their composition's content and visual appeal |
the extent to which the graphics have been inserted properly and enhance the composition |
17 |
same as Choose a City |
same as Choose a City |
Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works |
| Technology Use: Productivity Tools |
using a productivity tool |
5 |
the students are directed to meet some minimal formatting requirements by manipulating the productivity tool they have chosen to write their composition with |
the extent to which the formatting requirements have been met, which provides standardized evidence that they have some minimum proficiency with the tool |
17 |
same as Choose a City |
same as Choose a City |
Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works |
| Reasoning with Information/ Technology Use |
finding relevant Web-based information |
1 |
students navigate complex Web directories and/or use phrase-based search tools to locate relevant information about two cities, then summarize the information |
whether the information they summarize is useful and accurate, which would indicate whether they could successfully navigate the sites as well as differentiate between relevant and irrelevant information |
16 |
students locate information on the EPA Web site about the health effects of ozone pollution and summarize it |
whether the information they summarize is accurate, which would indicate that they have been able to navigate the Web to find it |
Students use technology tools to locate, evaluate, and collect information from a variety of sources. |
| Reasoning with Information |
critically evaluating information on Web-based data representation (map) |
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10 |
students examine why the information on a specific map is not as helpful as it could be for solving a problem |
whether they recognize that the information on the map is not current |
Students use technology tools to locate, evaluate, and collect information from a variety of sources. |
| Reasoning with Information |
critically evaluating Web-based textual information |
4 |
students evaluate information on a Web site for credibility |
whether the information they found lacks credibility, and whether they have been able to adequately explain why |
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Students use technology tools to locate, evaluate, and collect information from a variety of sources. |
| Reasoning with Information |
interpreting information in Web-based data representations |
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2 (charts)
7, 8, 9 (map)
12 (data table) |
students answer convergent-response questions that require the interpretation of information found on Web-based data representations (e.g., charts and map about air pollution; data table about climate) |
their success in answering the questions correctly is evidence that they understand the representations' structural organization and content |
Students use technology tools to locate, evaluate, and collect information from a variety of sources. |
| Reasoning with Information |
transferring appropriate information from one data representation (chart) to another (data table) |
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3 |
students find appropriate data on Web-based charts to populate the cells of a particular data table template |
their success in putting the correct data onto the data table template is evidence that they understand the structural organization of both representations, as well as the data's meaning |
Students use technology tools to locate, evaluate, and collect information from a variety of sources. |
| Reasoning with Information |
recognizing patterns of data in data tables |
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4 |
students examine how air quality changed over a three-year period |
whether or not they indicate in their answer that it got better between the first and second year, then worse between the second and third |
Students use technology tools to locate, evaluate, and collect information from a variety of sources. |
| Reasoning with Information |
formulating evidence-based conclusion from data |
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5&6, 11 |
Items 5&6: students compare and contrast the spreads of data points on three charts to draw a conclusion about which time of year has the best air quality in Phoenix
Item 11: students examine multiple sources of data to draw a conclusion about whether Phoenix would be a good place to hold certain athletic events
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the extent to which the conclusions are supported by accurate and appropriate evidence |
Students use technology resources for solving problems and making informed decisions |
| Reasoning with Information |
formulating a research problem |
2 |
students express what they would like to know more about that would help them recommend a city |
the clarity and usefulness of the question as an effective springboard for research |
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Students use technology resources for solving problems and making informed decisions |
| Reasoning with Information; Communication |
formulating and communicating argument (i.e., evidence-based conclusion from data) in extended discourse |
5 |
in a written composition, students synthesize authentic information from multiple data sources to recommend a city for foreign exchange students to spend the summer in, explain why, and contrast it with the city they have not recommended |
the extent to which they have communicated accurate, relevant, well-supported conclusions |
17 |
in a written composition, students synthesize authentic information from multiple data sources to recommend whether the athletic events should be held in Phoenix, and the best time of year for them |
same as Choose a City |
Students use technology resources for solving problems and making informed decisions |
| Communication |
expressing a research problem in question format |
2 |
students articulate their information need about the cities as a question (rather than a topic) |
the extent to which the research problem is phrased as a clearly-worded question |
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Students use technology resources for solving problems and making informed decisions |
| Communication |
displaying adequate organization in written composition |
5 |
the students are directed to include an introduction and maintain a clear logical organization in their written composition |
the extent to which the parts of the composition exhibit logical relationships and logical order |
17 |
same as Choose a City |
same as Choose a City |
Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works |
| Communication |
displaying correct mechanics in a written composition |
5 |
the students are directed to use complete sentences and rules of grammar in their written composition |
the extent to which the composition exhibits proper mechanics |
17 |
same as Choose a City |
same as Choose a City |
Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works |
| All |
All |
All |
the students synthesize information from two cities' Web sites to recommend which one would be better for certain people with certain interests |
whether the entire work suggests that they possess the requisite skills and understandings about Web research |
All |
students synthesize authentic information from the Environmental Protection Agency and the National Weather Service to evaluate whether a particular city would be a good place to hold certain athletic events |
whether the entire work suggests that they possess the requisite skills and understandings about Web research |
Students use technology resources for solving problems and making informed decisions |
