Your SlideShare is downloading. ×
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Economics.doc
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Economics.doc

763

Published on

Published in: Business, Economy & Finance
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
763
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Center for Performance Assessment ”Unwrapped,” Standards-Based Performance Assessment Template Draft copy Grade Level: High School Targeted Content Area(s): Economics Authors: Dave Foutz School, District, and State: Memorial HS, Elkhart Community Schools, Indiana Phone and E-mail (Preferred, But Optional) dfoutz@elkhart.k12.in.us Assessment Title: “Will the Real Merrill Lynch Please Stand Up” Overview of Performance Assessment: (Summary of the assessment with a brief synopsis of each task) Students are to develop the knowledge to use Yahoo Finance to analyze and evaluate the performance of various common stock issues. Students will be able of define and clarify the reasons for their selection of their various stock selections and communicate to other students the merits of their choices. 1
  • 2. Task 1: Select 3 common stocks from each of eight market sectors. Task 2: Evaluate the performance of each of each common stock using the criteria on the worksheet/template provide. Task 3 Create a model portfolio built from 8 to 10 common stocks. Task 4 Develop a Power-point sales presentation for your portfolio in which you emphasize the strengths of your stocks and why other students/customers would choose to invest in you portfolio. Full Text of Standard(s) and Indicators(s) in Targeted Content Area: Economics E.1.11 FORMULATE a savings and financial investment plan for a future goal. E.2.13 EXPLAIN how financial markets, such as the stock market, channel funds from savers to investors. E.5.7 ANALYZE the impact of inflation on students’ economic decisions. E.6.3 EXPLAIN the role of banks and other financial institutions in the economy of the USA E.6.5 COMPARE AND CONTRAST credit, savings, and investment services available to the consumer from financial instituions. E.6.7 RESERACE and MONITOR financial investments, such as stocks, bonds, and mutual funds. E.6.8FORMULATE a credit plan for purchasing a major item comparing different interest rates. Related Interdisciplinary Standard(s) and Indicators(s): Mathematics: Students will use charts, graphs, use mathematical analysis to evaluate stock performance. Language Arts: Students will develop and write an informative and persuasive script support your power point presentation. Technology: Students will employ computer technology, use financial analytical services, and presentation technologies. 2
  • 3. “Unwrapping” Content Standard(s) Grade Level and Content Area: High School Economics Standard(s) and Indicators by Number: Concepts: Need to Know About Investment Strategy o Different interest rates Skills: Be Able to Do E.1.11 Formulate (savings or financial investment plan) E.2.13 Explain (financial markets, stock market, channel funds) E.5.7 Analyze (impact of inflation, economic decisions) E.6.3 Explain (role of banks, financial institutions) E.6.5 Compare and contrast (credit, savings, and investment services) E.6.7 Formulate (credit plan) Topics or Context: (What you will use to teach concepts and skills—particular unit, lessons, activities) Identifying Big Ideas from Unwrapped Standard and Indicators 1. Saving and investment are sources of financial and personal security. 2. Equity investment is one source of important financial growth 3
  • 4. 3. 4. Essential Questions from Big Ideas to Guide Instruction and Assessment 1. How can I afford the life style I desire? 2. What is the best way to expand my income? “Engaging Scenario” Planning Include elements of an effective Engaging Scenario: ♦ Presents students with a challenge ♦ Connects learning to real life – “Why do we need to learn this?” ♦ Conveys importance – “What does this mean to the student personally?” ♦ Acknowledges audience – “Can the student present the completed task to others?” 4
  • 5. Engaging Scenario (Full description): • You are security sales specialist at a major brokerage house th and this is the 50 anniversary of the company. • The company is offering an all expenses paid vacation for 2 for a month in Australia. As an infant, your spouse’s family immigrated to the US from Australia and has never had an opportunity to return. • The competition is to create a new investment portfolio that will generate more new customers than any of your colleagues. Task 1 Planning Guide (“SQUARE” – Key Elements to Include in the Design of a Standards-Based Performance Task) Which STANDARD(s) and Indicators Will This Task Target? Task 1: E.6.5 COMPARE AND CONTRAST credit, savings, and investment services available to the consumer from financial instituions Task 2: E.6.7 RESERACE and MONITOR financial investments, such as stocks, bonds, and mutual funds. Task 3: E.6.7 RESERACE and MONITOR financial investments, such as stocks, bonds, and mutual funds. Task 4: E.6.5 COMPARE AND CONTRAST credit, savings, and investment services available to the consumer from financial instituions 5
  • 6. Which Essential QUESTION Will This Task Address? Task 1: What is the best way to expand my income? Task 2: What is the best way to expand my income? Task 3: What is the best way to expand my income? Task 4: How can I afford the life style I desire? Which UNWRAPPED Concepts and Skills Will This Task Develop? Task 1: E.6.5 Financial institutions o Credit services o Savings services o Investment services Task 2: E.6.7 Investments o Stocks o Bonds o Mutual funds Task 3: E.6.7 Financial Investments o Stocks o Bonds o Mutual funds Task 4: E.6.5 Financial institutions o Credit services o Savings services o Investment services What APPLICATION of Learning Will This Task Require? (What will the students actually do or produce in this task?) Task 1: E.6.5 Compare and contrast (credit, savings, and investment services) Task 2: E.6.7 Formulate (credit plan) Task 3: E.6.7 Formulate (credit plan) 6
  • 7. Task 4: E.6.5 Compare and contrast (credit, savings, and investment services) What Instruction, Information, and RESOURCES (including Technology Connections and Related URLs) Will Students Need First? Task 1: Students will review the Edward Jones quarterly customer stock analysis brochure. They will use this guide to categorize stock in appropriate sectors Task 2: Students will employ Yahoo Financial on school and home computers, using charts, analysis predictions, performance charts to evaluate and compare stock performance. Task 3: Students choose stocks and develop a asset allocation model for their portfolios. Task 4: Students will evaluate the important attributes of their model portfolios and develop and produce a Power-point program emphasizing them. What Individual EVIDENCE of Learning Will This Task Provide? (How will you know by the work students produce what they have learned relative to this task?) Task 1: Students will turn in lists of sectors and potential stocks. Task 2 and 3: Students will fill and a worksheet covering specific analytical points for each stock. Task 4: Evaluation of Power-point presentation. Task 1 Complete Description (The Full Details of What Students Will Do in This Task) 7
  • 8. Scoring Guide Exemplary: All Proficient Criteria Met PLUS: Task 1 T Select 25% or more stocks from other sources Task 2 T Submit additional analysis on selections Task 4 T Use of visuals, graphics, and special effects in Power-point Proficient: Task 1 TSelect 3 stocks from each of the 8 market sectors Task 2 o Provide all required data for each security selected on the hand-out form Task 3 T Develop and asset allocation formula delineating the percentage of each sector represented in the portfolio p Select specific stocks for inclusion each sector Task 4 T Develop power point o Describe portfolio o Rationale for allocation 8
  • 9. o Potential return based on previous 1 year, 3 year, 5 year performance Progressing: Select less than 24, but at least 12 stocks Research less than 16, but more than 8 stocks Power-point substituted by written report. Not Yet Meeting Standard(s) and Indicators(s): Less than progress, task must be repeated Peer Evaluation (Optional) _____ Self-Evaluation _____________ Teacher Evaluation __________ Comments__________________ Task 2 Planning Guide (“SQUARE” – Key Elements to Include in the Design of a Standards-Based Performance Task) Which STANDARD(s) and Indicators Will This Task Target? Which Essential QUESTION Will This Task Address? Which UNWRAPPED Concepts and Skills Will This Task Develop? 9
  • 10. What APPLICATION of Learning Will This Task Require? (What will the students actually do or produce in this task?) What Instruction, Information, and RESOURCES (including Technology Connections and Related URLs) Will Students Need First? What Individual EVIDENCE of Learning Will This Task Provide? (How will you know by the work students produce what they have learned relative to this task?) Task 2 Complete Description (The Full Details of What Students Will Do in This Task) 10
  • 11. Task 2 – Scoring Guide Exemplary: All Proficient Criteria Met PLUS:    Proficient:     11
  • 12.   Progressing:   Not Yet Meeting Standard(s) and Indicators(s):   Peer Evaluation (Optional) _____ Self-Evaluation _____________ Teacher Evaluation __________ Comments__________________ Task 3 Planning Guide (“SQUARE” – Key Elements to Include in the Design of a Standards-Based Performance Task) Which STANDARD(s) and Indicators Will This Task Target? Which Essential QUESTION Will This Task Address? Which UNWRAPPED Concepts and Skills Will This Task Develop? 12
  • 13. What APPLICATION of Learning Will This Task Require? (What will the students actually do or produce in this task?) What Instruction, Information, and RESOURCES (including Technology Connections and Related URLs) Will Students Need First? What Individual EVIDENCE of Learning Will This Task Provide? (How will you know by the work students produce what they have learned relative to this task?) Task 3 Complete Description (The Full Details of What Students Will Do in This Task) 13
  • 14. Task 3 – Scoring Guide Exemplary:  All Proficient Criteria Met PLUS:    Proficient:      14
  • 15.  Progressing:   Not Yet Meeting Standard(s) and Indicators(s):   Peer Evaluation (Optional) _____ Self-Evaluation _____________ Teacher Evaluation __________ Comments__________________ Task 4 Planning Guide (“SQUARE” – Key Elements to Include in the Design of a Standards-Based Performance Task) Which STANDARD(s) and Indicators Will This Task Target? Which Essential QUESTION Will This Task Address? Which UNWRAPPED Concepts and Skills Will This Task Develop? 15
  • 16. What APPLICATION of Learning Will This Task Require? (What will the students actually do or produce in this task?) What Instruction, Information, and RESOURCES (including Technology Connections and Related URLs) Will Students Need First? What Individual EVIDENCE of Learning Will This Task Provide? (How will you know by the work students produce what they have learned relative to this task?) Task 4 Complete Description (The Full Details of What Students Will Do in This Task) 16
  • 17. Task 4 – Scoring Guide Exemplary:  All Proficient Criteria Met PLUS:    Proficient:      17
  • 18.  Progressing:   Not Yet Meeting Standard(s) and Indicators(s):   Peer Evaluation (Optional) _____ Self-Evaluation _____________ Teacher Evaluation __________ Comments__________________ Teacher Reflections at Conclusion of Performance Assessment: 1. What Worked? What Didn’t? 2. What Will I Do Differently Next Time? 18
  • 19. 3. What Student Work Samples Do I Have for Each Task? What Scoring Guide Examples of Proficiency Do I Have for Each Task? 4. What Field Notes Can I Provide for Other Teachers Who May Use This Performance Assessment? 19
  • 20. 20
  • 21. Bloom’s Taxonomy ♦ Definitions ♦ Verbs that express varying levels of understanding ♦ Appropriate responses 1. Knowledge – Remembering facts Verbs: Know, define, memorize, record, name, recognize Describe ________________________________. Who? What? Where? When? How? 2. Comprehension – Understanding the meaning Verbs: Discuss, relate, clarify, explain, Retell in your own words ____________________. What is the main idea of ____________________? 3. Application – Using what you know in a new situation Verbs: Translate, interpret, demonstrate, dramatize, practice Why is __________ significant? 4. Analysis – Examining specific parts of information Verbs: Distinguish, analyze, differentiate, solve, examine Classify _______ according to ________________. Compare and contrast _____________ and _______________. 5. Synthesis – Combing ideas in a new way Verbs: Compose, plan, propose, formulate, arrange What could you predict from ______? What solutions would you suggest from _____________? 6. Evaluation – Developing opinions, judgments, or decisions Verbs: Judge, appraise, evaluate, estimate, select Do you agree with _____? Prioritize _________. What is the most important _______________? 21
  • 22. Performance Assessment Roles Sample Roles for Students to Simulate Advertising Journalist Applicant Judge Architect Jury Member Artist Lawyer Athlete Musician Autobiographer Newscaster Biographer Parent Business Person Photographer Campaign Worker Photojournalist Cartographer Playwright Cartoonist Poet Character, Book/Movie Police Officer Chef Reporter Citizen Researcher Coach Set Designer Collector Software Developer Consumer Speech Writer Consumer Advocate Stock Broker Contractor Student Curator Teacher Detective Textbook Publisher Editor Tour Guide Engineer Travel Agent Executive Tutor Famous Person Farmer Inventor 22
  • 23. Performance Assessment Products Sample Products That Students May Make or Produce Advertising Campaign Anthem Anthologies Autobiography Brochure Business Letter Business Plans Committee Board Members Consumer Newsletter Debate Designs for Experiments Diorama Ecosystem Eulogy Fable Fashion Show Film Review Food Critique Friendly Letter GAME Graphs How-To Directions HyperStudio Inventions Journals Judge’s Decision 23
  • 24. Lab Report Lawyer’s Argument Maps Observation Logs Panel Discussion Personal Narrative Persuasive Letter Models Movie or short film Museum Exhibit Newspaper Prequel Proposal Puppet Show Quilt Reaction Paper Scrapbook Sculpture Short Story Slide Show Symphony Tall Tales Technical Manual Travel Journals Website 24

×