Grade
Level
9-12
Essential Questions
(copy and paste from Stage 1)
Overarching Questions:
Topical Questions:
Stage 2 - Evidence
Performance Task(s)
Performance Task #1: Interviewing Digital Dinosaurs (Learning
Facet: Perspective)
Goal: To see how technology has changed the lives of digital dinosaurs
(those born before 1980)
Role: You are a newspaper reporter writing a story about how technology
has changed our daily lives in just one lifetime
Audience: The readers of the newspaper (in print AND online)
Situation: You have been assigned to write a story about how technology
has changed the life of a digital dinosaur (one born before 1980). You can
choose any person born before 1980 to interview (parent, other family
member, teacher, pastor, etc)
Product Performance and Purpose:
Write out your interview questions before the interview
Interview your subject
Write the article
Standards and Criteria for Success:
Include a written or recorded transcript of the interview
Article must be well-written
Include answers to the analysis and reflection questions give to you
by your teacher
Performance Task #2: Tracking My Technology (Learning Facet:
Interpreting)
Goal: Track your technology use for 7 days and analyze the results
Role: You are performing a self-analysis to reflect on your use of
technology
Audience: Your classmates
Situation: You will track your technology use for 7 days and analyze the
results, and also predict how technology may change in your lifetime
0
No
interview
questions
Transcripts
(2 pts)
No
transcripts
included
Written
Article (3
pts)
No article
1
A few
interview
questions,
does not
cover many
digital
topics.
Questions
do not
require
much
explanation
Transcripts
are
incomplete
Article is
incomplete
or poorly
written
2
Many
interview
questions,
covering
several
digital
topics
requiring indepth
answers
3
N/A
/2
Complete
transcripts
(written or
recorded)
Article is
complete
with
adequate
N/A
/2
Article is
complete
with
satisfactory
/3
writing
skills and a
few spelling
and/or
grammatica
l errors
Analysis (3
pts)
No analysis
Analysis
and
reflection is
incomplete
and shows
little
understandi
ng of
changes in
technology
over time
and their
effects
Analysis
and
reflection
shows some
thought and
some
understandi
ng of
changes in
technology
over time
and their
effects
or above
writing
skills and 12 or fewer
spelling
and/or
grammatica
l errors
Analysis
and
reflection
shows
much
thought and
much
understandi
ng of
changed in
technology
over time
and their
effects
TOTAL:
/3
/10
0
No
templates
1
Incomplete
templates
2
Complete
templates
3
N/A
No
questions
answered
Incomplete
or answers
did not
reflect
much
understandi
ng or
thought of
the effects
Complete
answers
with some
thought and
understandi
ng about
the effects
of the
assignment
Complete
answers
with indepth
reflection
and
understandi
ng about
the effects
/2
/3
of the
assignment
of the
assignment
TOTAL
/5
/2
Decision- 2
pts
0
No analysis
1
Report of
some
details
2
Report of all
visible
details
3
n/a
No report
Poorly
written,
little
thought
about the
decision,
many
spelling or
grammatica
l errors
Decision
was based
on emotion
or arbitrary
with no
reasons to
back it up
Adequately
written,
some
thought
about the
decision, 34 spelling
or
grammatica
l errors
Decision
was based
on facts
and wellsupported
by them
Well
written,
much
thought
about the
decision, 12 or fewer
spelling or
grammatica
l errors
n/a
/3
TOTAL
/7
No decision
was made
Other Evidence
(e.g. tests, quizzes, work samples, observations)
/2
(1-2 Points)
(3 Points)
Your
Score
1. Assessments are
not
representative of
different facets
of
understanding.
2. Performance
task(s) are not
authentic
Assessments appear to
utilize some facets to
build assessments for
understanding.
Designs performance
task, which requires
learners to exhibit
understanding through
authentic performance
tasks.
Designs appropriate
criterion-based scoring
rubric to evaluate
learner performance
task(s)
Includes at least two
different formats of
assessment.
Provides opportunities
for learners to selfassess.
/3
Assessments
demonstrate
congruency among
goals
Designs authentic
performance task(s)
Task(s) in alignment
with goals and
standards
Designs a scoring rubric
that includes distinct
traits of understanding
and successful
performance
Includes a variety (at
least 3 types) of
appropriate assessment
formats within the unit
to provide additional
evidence of learning
Self-assessments clearly
used as feedback and
reflection for students
and teachers, as well as
for evaluation.
/3
/3
/3
/3