GAME Plan Progress Update 2

With this week’s focus on assessments, I decided to concentrate my actions on creating an appropriate assessment for my first GAME plan goal. In this first goal, I aim to create an authentic learning experience for my students. They will be put into groups representing the Weather-Wise Travel Agency. Within the project, groups will be given a client for whom they need to design a vacation package. Their client will make requests as to the time of year they want to vacation (spring, summer, fall, winter), the type of location that they visit (city, beach, mountain, desert, etc.), and the type of weather they hope to experience on their trip (hot and sunny, windy, rainy, cold and snowy, etc.). Student groups will research their clients’ wishes and make a recommendation for their trip in the form of a group travel brochure and presentation. Within these presentations, groups must share their clients’ requests and explain the rationale for why they selected the particular vacation site. Because this problem-based activity presents many challenges for grading, I have decided that a rubric will be the best way to assess learning.

Rubrics are a helpful type of assessment because they allow a teacher to assess student work without subjectivity, and they provide an opportunity for the teacher to share feedback with the student (Cennamo, Ross, & Ertmer, 2009). According to Cennamo et al. (2009), “Rubrics are framed by some type of scale, but the degrees of the scale are clearly described or defined to demonstrate different levels of quality” (p. 155). Brookhart (1999) explains, “Your rubric should relate to the standards or learning goals for the activity, lesson, or project and the descriptions should clearly describe the levels of performance rather than subjective judgements” (as cited in Cennamo, et al., 2009, p. 155). Below you can find the rubric that I have created for use within this authentic learning experience.

 

	4	3	2	1
Client’s wishes	All of client’s wishes are clearly defined.	Most of client’s wishes are clearly defined.	Client’s wishes are not clearly defined.	Client’s wishes are not defined.
Vacation Site	Vacation site is identified and vividly described.	Vacation site is identified and described.	Vacation site is identified.	Vacation site is not identified or described.
Rationale	Rationale for vacation site selection is clearly described and based upon evidence found in research.	Rationale for vacation site selection is described and loosely based upon evidence found in research.	Rationale for vacation site selection is clearly described.	Rationale for vacation site selection is not described.
Understanding of Content	Rationale demonstrates clear understanding of the content (weather patterns).	Rationale demonstrates understanding of the content (weather patterns). While no inaccuracies are made, understanding is not clearly demonstrated.	Rationale demonstrates some understanding of the content (weather patterns). Some inaccuracies are made in rationale.	Rationale does not demonstrate an understanding of the content (weather patterns).
Brochure	Brochure is visually appealing with no errors in grammar or spelling. All project requirements are present.	Brochure may or may not be visually appealing with very few (1-2) errors in grammar or spelling. All project requirements are present.	Brochure is not visually appealing or has many errors in grammar or spelling. One project requirement is missing.	Brochure is not visually appealing and has many errors in grammar or spelling. More than one project requirement is missing.
Sources	All sources are listed in appropriate format.	All sources are listed. There are few (1-3) errors in format.	Not all sources are listed OR many (4+) errors exist in format.	Sources are not listed OR format is inaccurate.
Presentation	All presenters demonstrate good speaking skills (eye contact, volume, etc.). Presentation shows signs that it has been rehearsed.	Most presenters demonstrate good speaking skills (eye contact, volume, etc.). Presentation shows signs that it has been rehearsed.	Few presenters demonstrate good speaking skills (eye contact, volume, etc.). Presentation may or may not show signs that it has been rehearsed.	Presenters do not demonstrate good speaking skills (eye contact, volume, etc.). Presentation has not been rehearsed.

 

             As I work my way through my GAME plans, I have experienced a few difficulties in finding resources. This challenge has arisen in the area of finding appropriate websites for my students to utilize during the research portion of the Weather-Wise Travel Agency lesson. I am able to find many sources detailing the weather patterns found in various locations around the globe. However, it has been challenging to amass a large selection of possibilities that are appropriately geared toward my students’ age level (fifth grade). As I attempted to find these resources, I did make one revision to my lesson plan. Instead of focusing strictly on the study of climate, I realized that it is more accurate, and easier to understand, if my students use common weather patterns to help them select their vacation sites. I have learned that using a GAME plan to identify my goals, actions, monitoring, and evaluations has helped me to efficiently work toward solving my goals. At this point, I still have much to complete in order to meet both goals. However, with my GAME plan as a guide, completion is certainly attainable.

 

 

References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.