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
Grades 4 – 5 Speed Racer
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
Grades 4 – 5 Speed Racer
Science, Math, and Educational Technology Assessment
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.
Please visit http://www.k12.wa.us/EdTech/Assessment/VideoPracticeIndex.aspx#P2 to see the
multimedia product for Sample P2.
How would you support the student in using evidence from the investigation during the creation
of the multimedia product?
P2
4
Grades 4 – 5 Speed Racer
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 0
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 0
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 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
Grades 4 – 5 Speed Racer
Science, Math, and Educational Technology Assessment
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.
Please visit http://www.k12.wa.us/EdTech/Assessment/VideoPracticeIndex.aspx#P3 to see the
multimedia product for Sample P3.
How could you support this student in learning to effectively use features of a presentation tool?
P3
6
Grades 4 – 5 Speed Racer
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 0
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 6
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
P4
7
Grades 4 – 5 Speed Racer
Science, Math, and Educational Technology Assessment
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.
Please visit http://www.k12.wa.us/EdTech/Assessment/VideoPracticeIndex.aspx#P4 to see the
multimedia product for Sample P4.
How would you help this student apply the results of the investigation to the final product?
P4
8
Grades 4 – 5 Speed Racer
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 0
Organize
Ideas
Uses information gathered during the
investigation to explain how the rules will make
the race fair.
1 1
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 0
TOTAL 9 6
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
P5
9
Grades 4 – 5 Speed Racer
Science, Math, and Educational Technology Assessment
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.
Please visit http://www.k12.wa.us/EdTech/Assessment/VideoPracticeIndex.aspx#P5 to see the
multimedia product for Sample P5.
What feedback and support could you provide this student which would help him/her use digital
tools in more effective ways?
P5
10