Curriculum Information Technology Integration (CITI) Project
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	Technology as a Foundation Skill (TFS) - A Model for Implementation

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	Senior Years ICT Curriculum Framework
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	Curricular Multimedia Production
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Group Work Assessment Sheet   by Anna Chan Rekate and Martha Ehrenfeld

1. http://thirteen.org/edonline/concept2class/month5/implement_sub1.html

    

   The term "assessment task" refers to an opportunity for student performance that closely targets defined instructional aims and allows the students to demonstrate their progress and capabilities. Assessment tasks in cooperative groups might be one and the same as learning tasks.
   
   Try to design assessment tasks that enable students to use all of their abilities. Using a multiple-intelligences approach, for example, assessments tasks can include verbal-linguistic, visual-spatial, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, or naturalistic tasks.
   
   On the topic of logging and clear-cutting practices, group assessments might include one or several of the following:
   
   

   	(verbal-linguistic) Design a book showing a dedicated logger's and a concerned environmentalist's perspective on key issues. Or orchestrate a debate as above on the topic.
   	(visual-spatial) Illustrate a poster to defend or oppose clear-cutting with researched data to support your claims.
   	(logical-mathematical) Use statistics and numbers accurately to defend or oppose clear-cutting practices.
   	(bodily-kinesthetic) Create and perform a mime to illustrate the key points in both sides of the clear-cutting debate.
   	(musical) Perform original lyrics to illustrate clear-cutting issues and concerns.
   	(interpersonal) Interview parents and peers on the pros and cons of clear-cutting. Draw accurate conclusions from their views.
   	(intrapersonal) Describe in a journal your own views and reflect on how these are influenced by the views of others on the topic of logging and clear-cutting.
   	(naturalistic) Collect data from nature to defend or oppose clear-cutting practices. Design a plan for logging that conserves and protects nature.

   Each assessment task given to students requires clear goals and specific rubric criteria provided as guidelines at the start of their work.
   
   After group work in any lesson, the students should know everything state exams would ask them, for instance.
   
   As a regular check of students' understanding, you might also quiz them using exit slips. An exit slip is simply a brief note in response to straightforward questions. The slip is a "ticket" out of class and must be handed in before students leave. Student groups or individual students may complete exit slips. It may be a good idea to alternate between group and individual slips.
   
   Your exit slip questions simply give you a bird's-eye view of students' understanding of main topics explored. An exit slip might read:
    

   Name:________________________   Date:_______________________

   After today's work, I know how to identify three types of graphs:

       1.

       2.

       3.

Technology Integration	Integration of the Internet in Mathematics
. ICT in Early and Middle Years Curriculum Information Technology Integration (CITI) Project Interdisciplinary Middle Years Multimedia (IMYM) Technology as a Foundation Skill (TFS) - A Model for Implementation   ICT in Senior Years Computer Guided Learning (CGL) Projects Computer Science Curriculum Framework Senior Years ICT Curriculum Framework Web-based Course (WBC) Development   Related Links Curricular Multimedia Production Strategic Technology-Assisted Professional Learning Environment (STAPLE) Senior Years Technology Education Technology Integration for Administrators (TIfA)