Weblog 6 - Lesson/Activiy Criteria



The following are examples of criteria for two lesson plans created in a previous subject, MDB329.  The lessons have been analysed and evaluated in order to form a criteria that could be assessed by a teacher at the completion of the lesson/activities.  Both lessons are part of the Computers in the Workplace unit in Computer Studies subject in year 11.  The school implementing this subject combined Computer Studies with a course certificate from T.A.F.E. being Certificate 2 in Information Technology.  The duration of the unit taught went for 2 weeks.
 

My  Case Studies Activity would have the following criteria sheet:

  • The activity ran over two lessons (lesson plan 1, lesson plan 2) plans for the above activity are based on the Computer Studies syllabus
Criteria . VHA HA SA LA VLA
Understanding of task requirements. a All questions have been answered thoroughly.  Ideas presented with excellent detail. Questions have been answered to in detail. Questions have been answered to some extent. Some questions have been answered. Questions were not attempted
Spelling and punctuation. a No spelling mistakes with clearly set out work.    Excellent use of terminology. Occasional spelling mistakes, with clearly set out document.  High level of terminology use. Some spelling mistakes apparent.  Appropriate use of terminology. Many spelling mistakes.  Inappropriate use of terminology. Many spelling mistakes. Minimal use of terminology.
Synthesis of given client information. b Client profile is sequenced and well detailed, including assumed (but not listed) information about job description and wage limit. Client profile is sequenced, including all given information, and sufficient assumed description. Client profile includes given information and some assumed information. Client profile includes given information with limited assumed information. Client profile contains no assumed information.
Use of catalogues and online resources. b Extensive search, listing products in detail.  Total price realistic for the wage limit listed in client profile.  Selection of components meets every client need.  Justification is convincing and appropriate. Extensive search, listing product details.  Generally price of components under price range of client.  Component selection meets client needs well.  Justification generally convincing.  General search, listing product names.  Total price is generally realistic for client needs.  Component selection is appropriate.  Justification is credible. Limited search, listing various product names.  Price of components unrealistic for client needs.  Justification not appropriate. Little evidence of search.  Unorganised listings. Client needs not met.  Justification not present.
Communication of client advice. b Persuasive, logical advice given to client on computer system well developed.  Vocabulary shows extensive understanding of task. Persuasive advice showing good understanding of task.  Wide use of vocabulary. Good advice using appropriate vocabulary.  Generally convincing. Insufficient advice to client needs.  Poor use of vocabulary.  Unconvincing. Poor advice given to clients.  Inappropriate use of vocabulary.  Unconvincing.
a = Alpha objective - knowledge and familiar applications.
ß = Beta objective - analysis, synthesis, evaluation, communication, unfamiliar application.
 

The Learning the Language lesson would have the following criteria:
 
 
Criteria . HA HA AS LA LA
Understanding of task requirements. a All tasks were completed in time given.  Questions were answered fully and in detail.  Tasks were completed.  Questions answered fully. Most tasks were completed on time.  Most questions were answered. Some tasks were completed.  Few tasks were completed.
Spelling and Punctuation a No spelling mistakes with clearly set out work.    Excellent use of terminology. Occasional spelling mistakes, with clearly set out document.  High level of terminology use. Some spelling mistakes apparent.  Appropriate use of terminology. Many spelling mistakes.  Inappropriate use of terminology. Many spelling mistakes. Minimal use of terminology.
Recall and comprehension of terminology a Excellent ability to explain terminology when creating own QUIA game.  Consistently maintaining excellent quality of work. Ability to explain terminology well.  Consistent proficient quality of work. Able to explain terminology adequately.  Satisfactory quality of work. Ability to explain some terminology.  Unsatisfactory level of work. Inability to explain terminology, with unsatisfactory levels of work.
Content and selection of student created game. b Evidence of thoughtful planning.  Excellent selection and sequence of terminology definitions. Evidence of planning.  Good selection and sequence of terminology definitions. Some planning evident.  Satisfactory level of terminology use. Insufficient planning.  Poor selection of terminology. Little or no planning.  Deficient use of terminology.
Evaluation of games. b Persuasive argument about the effectiveness of online games.  Excellent communication skills in presenting arguments. Well reasoned arguments, with accomplished communication skills. Reasonable arguments.  Good communication skills. Unconvincing arguments.  Adequate communication skills. Lack of arguments.  Poor communication skills.
a = Alpha objective - knowledge and familiar applications.
ß = Beta objective - analysis, synthesis, evaluation, communication, unfamiliar application.


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