You will know the lesson is successful if students are able to complete the items on the page to earn their “Virtual Tourist Passport” and also if they are able to give an effective class presentation. Use the rubric below or another one you devise to evaluate student travel presentation.
The pre-assessment would be to look at the list of types of maps the students brainstorm early on in the unit. The formative assessment would be the completion of the 10 activities to earn a Passport. The summative assessment would be the presentation to the “travel agents” and may also include a follow-up class discussion related to this study.
Travel Presentation Rubric
Evaluating Student Presentations
| 1 | 2 | 3 | 4 | Total | |
|---|---|---|---|---|---|
| Organization | Audience cannot understand presentation because there is no sequence of information. | Audience has difficulty following presentation because student jumps around. | Student presents information in logical sequence which audience can follow. | Student presents information in logical, interesting sequence which audience follows. | |
| Subject Knowledge | Student does not have grasp of information; student cannot answer questions about subject. | Student is uncomfortable with information and is able to answer only rudimentary questions. | Student is at ease with expected answers to all questions, but fails to elaborate. | Student demonstrates knowledge by answering all class questions with explanations and elaboration. | |
| Graphics | Student uses superfluous graphics or no graphics | Student occasionally uses graphics that rarely support text and presentation. | Student's graphics relate to text and presentation. | Student's graphics explain and reinforce screen text and presentation. | |
| Mechanics | Student's presentation has four or more spelling errors and/or grammatical errors in written material. | Presentation has three misspellings and/or grammatical errors. | Presentation has no more than two misspellings and/or grammatical errors. | Presentation has no misspellings or grammatical errors. | |
| Eye Contact | Student reads all of report with no eye contact. | Student occasionally uses eye contact, but still reads most of report. | Student maintains eye contact most of the time but frequently returns to notes. | Student maintains eye contact with audience, seldom returning to notes. | |
| Elocution | Student does not speak up, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. | Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. | Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. | Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. | |
| Maps | Student does not include maps in the presentation | Maps are included but don’t relate to the presentation. | Student uses one map effectively as a part of the presentation. | Student effectively uses more than one type of map as an integral part of the travel presentation. | |
|
Total Points |
Adapted from the NC Department of Public Instruction