Assessment Rationale

Performance-based assessment

Assessment across the three units is anchored in performance tasks and projects, with a collection of evidence over time. This assessment theory is grounded in concepts from Wiggins and McTighe (2005) who contend that “contextualized application is the appropriate means of evoking and assessing enduring understandings” (p. 152). Students are offered an opportunity to engage with the curriculum within the context of their own social profiles, networks and media consumption, rather than in a silo-ed classroom. These assessments thus aim to be “authentic” by inviting students to “do the subject” rather than “recite or restate” it (p. 154). The criteria in the rubrics provided for the evaluation of these assessments align with this rationale. Each culminating task will look for quality of analysis, suitability of the project, feasibility and presentation - indicators that are precursors to the transfer of knowledge and skills from classroom learning into students’ daily lives.

While performance-based assessments provide an authentic context for students’ learning and an evaluative tool for educators, self-assessment and reflection are equally regarded in this curriculum. Opportunities for formative assessments through journals, blogs and discussions are therefore provided, not only to facilitate opportunities for teachers to provide feedback to students, but also to allow a space for learners to think about how their learning can inform their daily choices in both their off and online communities. Students are prompted to ask themselves the overarching essential questions of each unit: How do I express who I am? What is the purpose of the Internet? and How can I change my world? regularly across the three units. By providing consistent opportunities to think about their present practices and then by challenging students to apply their learning to these contexts, it is the hope of this curriculum that learners will experience significant shifts in both attitudes and behaviors about the choices they make with media. As such, “success” here is not defined by a letter grade but by the transferability of students’ learning beyond the walls of the classroom.

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