Evaluation

6. Evaluation

In order to be an information literate student, you have to judge effectiveness throughout the entire Big6 process.

Task 1. Task Definition

“What is my task?”

"What is the basic knowledge about the issue?"

Task 2. Information Seeking Strategies

“What information do I need to complete this assignment?”

"Do you have the comprehensive and highly useful data collected with appropriate tools?"

"Do I used to using Google or other search engines?"

"Do I collect the sourses related to the research topic in various types?" "Is it enough?"

"Does the information related to the issue concerned?" 

"Do you brainstorm your research topic?

Task 3. Location and Access

"Do I list 3-5 research question which related to research topic they proposed in task 2?"?"

"How easy to find the information that I am looking for?"

"Do I able to identify important keywords to use in the location and access stage?"

Task 4. Use of Informational Synthesis

"How well do I felt using the information from the variety of resources?" 

"Do I draw the significant findings from the analysis of data with appropriate methods"
 
" Do I presented explorative and relevant ideas on the issue concerned?"

"Do I presented the work in a structured manner?"

Task 5. Synthesis

"Do I present clearly, well-organized and easy to understand?"




The student can access to various assessment tools from the following website

Assessment tools and Rubrics

http://www.schrockguide.net/assessment-and-rubrics.html

Refer this pages, there are support materials for assessments that work with the Common Core State Standards and rubrics for many different assessment products. It also contains some information on the creation of rubrics and assessment in general.

RubiStar Maker - Make your own rubric by selecting different categories from this excellent online tool.

Hong Kong Examinations and Assessment Authoritry

http://www.hkeaa.edu.hk/tc/sba/sba_teachers_handbooks/

Refer to the website of Hong Kong Examinations and Assessment Authoritry, we can read the information about the School-based Assessment (Independent Enquiry Study), it is very useful for the student to design the assessment items and rules. 

One good way for you to judge the effectiveness and efficiency of your project  
is to develop a rubric or a checklist of questions to ask yourselves.

Refer the websites, We design the form for your reference.

Describe to the learners how their performance will be evaluated.

	High	Middle	Low
Defining the enquiry issue	Defines the scope of issue with appropriate focus questions	Defines the scope of issue with fairly appropriate focus questions	Defines the scope of issue with less than appropriate focus questions
	Identifies multiple perspectives for exploring the issue concerned.	Identifies some perspectives for exploring the issue concerned.	Identifies limited perspectives for exploring the issue concerned.
Collection of Materials	Identifies relevant materials	Identifies materials which are fairly relevant	Identifies limited materials
	Identifies relevant concepts related to the issue concerned.	Identifies fairly relevant concepts related to the issue concerned.	Identifies few concepts related to the issue concerned.
	Deploys comprehensive and highly useful data collected with appropriate tools	Deploys fairly comprehensive and fairly useful data collected with appropriate tools	Present less than comprehensive and marginally useful data collected with appropriate tools
Finding	Draws significant findings from the analysis of data with appropriate methods.	Draws fairly significant findings from the analysis of data with fairly appropriate methods	Draws less than significant findings from the analysis of data with less than appropriate methods
	Communicates the findings from multiple perspectives related to the issue concerned.	Communicates the findings from some perspectives related to the issue concerned.	Communicates the findings from limited perspectives related to the issue concerned.
One's Own Views	Provides insightful ideas, views and/or suggestions, which are relevant to the issue concerned, with supportive arguments.	Provides ideas, views and/or suggestions adapted from previous findings of others, which are quite relevant to the issue concerned, with fair supportive arguments.	Provides ideas, views and/or suggestions following previous findings of others with very limited adaptations, which are loosely relevant to the issue concerned, with limited supportive arguments.
Reflection	Shows a high level of competence in the reflection on the enquiry and in drawing out implications.	Shows a moderate level of competence in the reflection on the enquiry and in drawing out implications.	Shows a low level of competence in the reflection on the enquiry and in drawing out implications.