This assessment was developed and used for a larger assignment that we had planned for in this unit. I interned in GSSD, and they go by 4 point scale (Beginning, Developing, Meeting and Exceeding), so this is what the rubric my class and I created it to be centered around. I wanted the students input on the way they were being assessed, so they understood what I was looking for and they fully understood how they were being marked. Most of the time students either gloss over their assessment and forget about it or don't even look at it at all. I wanted to change that, and thought this would be a great way to do that. We created this rubric on the smart board before I typed it up, and had students put their input into it and talk about what was fair, too easy or too hard to accomplish. I included the outcomes in the rubric as well because the students are familiar that they will be marked in levels rather than percentages now. I rewrote the outcome into an I Can (Partners Can) statement so it was easier for them to understand. This took almost a whole class to complete but by the end of it the students were more confident with what they needed to do to receive a good grade. We talked about what a good video would look like it and they could hardly wait to get started!
I find this to fit right into 21st century teaching as it opens up the communication and collaboration between myself and the students. I had the opportunity to listen to their needs and wants and incorporate some of them into the rubric. I also found that the students felt responsible for this and wanted to 'live up' to the expectations they created. This assignment allowed students to get creative and collaborate with each other for ideas as well! This was a big success for me because students knew their expectations all the time, they had tons of fun, learnt a lot about the technology and programs behind making a video and truly enjoyed being part of the assessment process. I Hope you enjoy it and maybe even use it someday in the future!

Summary of Plan for Communication and Computer and Digital Technologies:

I wanted the students to have a realistic scenario in which they would have to display and use data to persuade an audience of a particular point of view. I thought of a sales pitch by a travel agent. I created 13 different scenarios for my 13 students. Each scenario detailed the names of each individual travelling, the reason for the trip, the group’s budget, the duration of the trip, and preferred location of travel. Student blindly selected a scenario. The student would assume the role of the travel agent and their sales pitch to the class using a Power Point presentation. They would use the rubric to guide the development of their presentations.

With this document, students reflect on the I Can Statements for the outcomes by providing examples and through self-evaluation.

This document includes all I Can Statements for Grade 8 Social Studies (outcomes and indicators).

This resource can be found online through Citizenship and Immigration Canada. The classroom-friendly student activities are designed to increase understanding of the role immigration has played in Canadian history and society.

This unit is inquiry based and works best with outcomes IN8.2, DR8.1, DR8.3, PA8.1, RW8.2, RW8.3.

This document outlines all Grade 8 Social Studies outcomes/indicators. The specific outcomes/indicators with Treaty Connections are highlighted and support materials/treaty content are outlined.

These student handouts contain good background information on the history of citizenship in Canada, as well as decision making.

This is a suggested sample framework for organizing your units and the year for Grade 8 Social Studies.

This comprehensive resource offers the big ideas, planning tips, print resources, and websites for all outcomes and indicators in the Grade 8 Social Studies Curriculum.

This document contains some ideas for teaching mixed market economies. Issues for Canadians is the base text used.

Although this is an older resource, it has good information on different economies for RW8.1.

The types of dance we will be investigating are: Hip-hop, Swing Dance, Western Line Dance, Tap Dance, Ballroom Dance, Rave Dance, Latin Dance, African Tribal Dance, Aboriginal Dance and other suggestions you may have

We will work in groups of 3 or 4 to create a presentation for our class and other elementary grades.

My artifact deals with Grade 9 H/G/C (Health, Guidance, and Computers).  My task was to teach a computer class once every six days.  I decided to focus on an introduction to computer programming.  The students were to work on a program called Pivot, which is just a stick figure that you can make do things

Assignment:
Create a scrapbook containing at least 10 important plot points. Include a description of the event, the page numbers the event takes place on, a short quote, an explanation of the event in relation to the novel (What does the event mean to the novel as a whole?) and an image to go along with it. Be sure to be creative.

Use any communication means to show your understanding of the novel and the events that took place. You may use any app, presentation device, or a traditional paper scrapbook, or other form to demonstrate the understanding.

Your mark will reflect how much effort you put into the project. You will be given ample class time to work on the scrapbook so make sure to use your time wisely.