Science, Math, and Educational Technology Assessment

Grades 4 – 5 Speed Racer

Science, Math, and Educational Technology Assessment

Discussion

Sample P1 represents work which exceeds the standards for educational technology. The student

identifies an original question (How does a slope affect how far the car goes?), collects data and

then creates a graph using a digital tool. The student also includes two patterns from the

interactive resources: “The less gravity the slower something goes” and “I noticed that the more

weight the faster the sled goes.”

In the final product, the student uses a digital tool to combine text and a picture (a car). Although

the explanation for the rules is found in a separate area from the rules themselves, the work earns

the attribute point for “Uses information gathered during the investigation to explain how the

rules will make the race fair.”

Please visit http://www.k12.wa.us/EdTech/Assessment/VideoPracticeIndex.aspx#P1 to see the

multimedia product for Sample P1.

What feedback would you provide to this student to help him/her have a more organized

presentation?

P1

2

http://www.k12.wa.us/EdTech/Assessment/VideoPracticeIndex.aspx#P1


Science, Math, and Educational Technology Assessment Directions: Each of the attribute names below represents part of an educational technology standard.

These are followed by descriptions of student performance which meet the standard. If the student work

provides evidence of meeting the standard, it earns the points shown in the final column. Total the points

and then compare to the Scoring Rubric to determine the overall level of performance.

We use the term digital to refer to tools and information that do not exist in a physical form. Computer

software, Web sites, online databases, pod/vodcasts and pages from an eReader are just a few examples.

Attributes of Educational Technology Standards

GLE Attribute

Name

Description Points

Possible

Points

Earned

Research Process (separate from multimedia product)

1.3.1

Generate

Questions

Develops original questions after viewing

multimedia (for example an online simulation or

video clip).

1 1

Plan Projects Uses a digital tool to plan an investigation related

directly to the student task. 1 0

1.1.2

Collect and

Graph Data

Collects data related directly to the student task. 1 1

Graphs data using a digital tool. 1 1

Recognize

Patterns

Uses an interactive resource (online simulation or

graphing tool) to identify a pattern or trend. For example, “The graph shows that as the weight of

a ball increases, so does its speed down the ramp.”

1 1

Multimedia Product

1.1.1

Produce

Multimedia

Creates a digital product to communicate

information. 1 1

Combines audio, text, graphs, video, symbols, or

pictures that are related directly to the student

task into product.

1 1

Organize

Ideas

Uses information gathered during the

investigation to explain how the rules will make

the race fair.

1 0

Uses features (font, color, transitions) of the

digital tool to effectively communicate main

ideas to the audience. For example, different font sizes are used consistently

to show headers and subjects or transitions to reveal

answers.

1 1

TOTAL 9 7

A Level 2 response (6 - 7 points) meets the standards and reflects that a student understands

and is able to perform GLE 1.1.1 Demonstrate creative thinking, construct knowledge and

develop innovative products and processes using technology, 1.1.2 Use models and

simulations to explore systems, identify trends and forecast possibilities and GLE 1.3.1

Identify and define authentic problems and significant questions for investigation and plan

strategies to guide inquiry BY using digital tools to explore the relationship between time,

distance, weight and speed in order to develop a set of rules for a toy car race.

L2

P2

3



Discussion

The student work represented by Sample P2 meets the standards for educational technology.

Like Sample P1, the student states an original question, collects data and creates a graph using a

digital tool. The student also identifies patterns from the interactive resources. The multimedia

product includes evidence of both multimedia objects (text, pictures) and tools (fonts, drawing).

However, the student does not use information collected during the research process to explain

the rules. There is a statement at the end “My results show that the car goes the furthest when

started at the middle,” but it is unclear what results these are and how this relates directly to the

rules. No attribute point is awarded.



How would you support the student in using evidence from the investigation during the creation

of the multimedia product?

P2

4










GLE Attribute

Name

Description Points

Possible

Points

Earned


1.3.1

Generate

Questions



video clip).

1 0



1.1.2

Collect and

Graph Data



Recognize

Patterns




1 1

Multimedia Product

1.1.1

Produce

Multimedia


information. 1 1



task into product.

1 0

Organize

Ideas



the race fair.

1 0





answers.

1 0

TOTAL 9 4

A Level 1 response (0 – 5 points) reflects that a student is still working toward

meeting GLEs 1.1.1, 1.1.2, and 1.3.1. L1

P3

5



Discussion

Sample P3 earns four attribute points and represents a Level One product. The project plan

includes an attempt to identify the problem (“The problem is how to make the race fair.”), but no

specific question is identified for the investigation. There is no point earned for the first attribute.

There is also no evidence that the student used a digital tool to plan the project, however, there is

a digital graph. The student work also includes observations about the simulation (“I notice that

the planet with the biggest amount of gravity makes the sled go faster.” and “The more weight

something has means that the speed will go faster.”) and a table for organizing data.

The student creates a digital product. The work only includes text, so no point is awarded for

combing various forms of media. Although the student includes rules that have reasons, the

product does not earn the point for using information gathered during the investigation to explain

how the rules will make the race fair. For example, the Fourth Rule states that “The cars have to

weigh the same because if one car weighs hevier then it might go slower.” However, this does

not connect with what the student’s data from the investigation showed: Heavier objects travel

faster down a ramp. Finally, there are no features of the Prezi tool used to effectively

communicate ideas. All of the text is the same size, font, and color; none of the drawing or file

tools are used; transitions do not help tell the full story.



How could you support this student in learning to effectively use features of a presentation tool?

P3

6










GLE Attribute

Name

Description Points

Possible

Points

Earned


1.3.1

Generate

Questions



video clip).

1 1



1.1.2

Collect and

Graph Data



Recognize

Patterns




1 1

Multimedia Product

1.1.1

Produce

Multimedia


information. 1 1



task into product.

1 0

Organize

Ideas



the race fair.

1 0





answers.

1 1

TOTAL 9 6








L2

P4

7



Discussion

The student work represented in Sample P4 shows a strong understanding of the research

process. It earns the attribute points for Generate Questions, Collect and Graph Data, and

Recognize Patterns. In the multimedia product, however, the sample only earns points for being

digital and showing use of tools and features. There are rules and reasons provided, but they do

not use information gathered during the investigation.



How would you help this student apply the results of the investigation to the final product?

P4

8










GLE Attribute

Name

Description Points

Possible

Points

Earned


1.3.1

Generate

Questions



video clip).

1 1



1.1.2

Collect and

Graph Data



Recognize

Patterns




1 1

Multimedia Product

1.1.1

Produce

Multimedia


information. 1 1



task into product.

1 0

Organize

Ideas



the race fair.

1 1





answers.

1 0

TOTAL 9 6








L2

P5

9



Discussion

Sample P5 represents student work which meets the standards for educational technology. This

sample, like P4, shows skills with the research process. It earns four out of five possible attribute

points. The multimedia product only includes text, all of which is in the same font. Although

there are two different colors used, they are not used to effectively communicate ideas.



What feedback and support could you provide this student which would help him/her use digital

tools in more effective ways?

P5

10


Documents

Science, Math, and Educational Technology Assessment