Module 3: Culture and Identity Assessment information for this module is divided into two components. Immediately below are the core outcomes for each SOSE strand. Satisfying these will form the core of assessment. Following these outcomes are criteria useful for developing an appropriate methodology for evaluation purposes. Curriculum Learning Outcomes:
Core
learning outcomes: CI
6.1 Students analyse the ways in which various societies inhibit or
promote cultural diversity. CI
6.4 Students describe specific instances of cultural change resulting
from government legislation or policies that have impacted on other
cultural groups.
Discretionary
Learning Outcomes: BY6.2 Students synthesise quantitative and qualitative data on perceptions of a current cultural issue to develop a community information strategy. Students know about: ways various societies inhibit or promote cultural diversity (global digital uniformity, media, school, e-culturalisation, popular culture, mp3 music, new e-traditions) perceptions of cultures associated with a current issue (globalisation, counter-culture, sub-culture, self-determination, cultural diffusion, cultural homogenisation) community strategies for celebrating or moderating the effects of globalisation on cultural groups (global citizens, electronic communication, net-tribalism, anti-nationalism, loss of culture, appropriation of culture, establishment of new communities) specific instances of cultural change resulting from government legislation or policies and impacts on other cultural groups (1999 Net Censorship Act) effects of social construction of gender in different cultures and socio-economic circumstances on adolescent identities (varied expression masculinity, femininity, limiting or broadening of opportunity, electronic communication as a means of gender-breakdown, e- conflict or cohesion) Assessable
Outcomes In
this module students will brainstorm information technology changes and
consider whether or not they represent advances with
reference to the social group they are considering. As a Teacher you will be marking a poster or a diagrammatic representation of a concept. The criteria below is as a guide to qualitative aspects of this medium of reporting, combined with components related to principles of investigation and analysis. You can choose from amongst the criteria to develop a list suitable for your own class assessment. Criteria Students will show analytical ability through the quality of complexity in their research and analysis, demonstrated in their poster or diagrammatic report and evidenced by: 1.
Reference to appropriate websites or other resources used for
gathering information regarding their selected topics. 2.
Demonstration of the ability to determine the validity of the
information they are gathering evidenced of evaluation of any bias of
the author and including comment on this in their report. 3.
Demonstration of the ability to synthesize the information
gathered in the form of a written report or inclusive diagrammatic
representation. 4. Evidence of qualitatively in-depth relationship between students original question and their summation or diagram. Students will demonstrate their ability to identify key concepts by:
1.
using an Introductory paragraph, statement or sentence that best
indicates the main idea of the selection. 2. using information in illustrations, graphs, charts, diagrams, and tables 3.
using a glossary to locate words and/or help clarify meaning. 4.
using headings to locate where information is likely to be found. 5.
using directly stated opinions, including those introduced by
transitional phrases. Students will demonstrate their ability to analyse and evaluate by: 1. using information that is accurate to draw a conclusion 2.
demonstrating reasoning for a conclusion which is based on fact
before being supported by opinion. 3.
showing relationship to between issues or situations 4.
identifying biases or stereotypes influencing their conclusion. Students will demonstrate comprehension skills by relating their text to other texts, experiences, issues, and events, as evidenced by: 1.
identifying biases or stereotypes influencing their conclusion. Students will demonstrate comprehension skills by relating their text to other texts, experiences, issues, and events, as evidenced by: 1.Illustrating
connections between readerís / viewers experiences and background or
by reference other texts, movies, television programs, or music etc. 2. identifying connections between the selection and issues or events in the community or world. 3.
using referenced resources, when appropriate, to provided
support. Where students develop a poster that is largely written, students will demonstrate the ability to structure their written communication by: 1. writing in a sequence and by making transitions among ideas and paragraphs. 2.
developing a recognizable beginning that conveys a clearly-stated
topic to the audience. 3.
developing a clearly sequenced body that is easy to follow with
accurate placement of supporting details. 4.Providing a summation in the form of concluding argument Students will demonstrate the ability to structure their poster or diagrammatic representation by: 1. Providing supporting notes for key concepts 2. Providing clear links between ideas / concepts 3. Illustrating or detailing arguments inherent in connections and links 4. Choosing appropriate graphic content Students will demonstrate their ability to convey clear, focused main ideas supported by details and examples in ways appropriate to topic, audience, and purpose by: 1.
providing clear and easily identifiable purpose and main idea(s).
2.
providing relevant supporting details and examples. 3. providing content and selected details and that consider audience and purpose. ________________________________________________
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