Assessment

As of September 30, 2005, the North Central Regional Technology in Education Consortium is no longer in operation.

Assessment

Assessment on an individual basis can take many forms. First, examine the student journals to assess understanding of the communication inventions' effect on life. Journal assessment could be based on a rubric score system:

1 = Student has some notes stating the invention, and a reference is cited.
2 = Student has notes stating the invention and when it was invented, and references are cited.
3 = Student has notes stating the invention and when it was invented, cites references, and provides some causes and effects of the invention.

Second, ask each student to write a short essay telling how communications have evolved and the effect communications have had on society. Use a rubric based on a 1-3 scale:

1 = Student has some notion that communications played a role in society.
2 = Student can give a specific example of a communications invention and tell its function in society and the benefits of the invention.
3 = Student gives two examples of communications inventions and describes their functions and understands the relationship of one invention to the other.

Assess the group presentations using another rubric. Remember that the group presentations also serve as a learning device for the students.

1 = Student gave some information, but did not relate information within the presentation.
2 = Student gave information and showed some relationship of information.
3 = Student gave information and showed how the communication invention has changed and benefited society.

Teacher comments are always beneficial to students. Write one or two comments, including positive thoughts about the presentation. You may also want to ask a question about the presentation. The discussion by classmates after each presentation should be recorded for the student's future reference.

An additional observation assessment can be made in noting the students' participation in discussion that follows each presentation. Note whether the students are making connections in comparing and contrasting their area of study to that of the presenting group.

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