Both formative and summative evaluations are included within this unit, and we would recommend an emphasis on the former with the provision of substantive constructive feedback. Formative assessments improve learning and learner motivation, and are most effective when they identify knowledge gaps and guide learning, and prepare students for their summative assessments (Evans et al., 2014; Krasne et al., 2006; Rolfe & McPherson, 1995). Within this unit, students will work towards the construction of a final artefact, building on the knowledge, skills, and attitudes introduced and built upon in each lesson. Providing feedback along the way will enable students to focus on their learning rather than on their marks.
Feedback & completion marks only:
Lesson 3: CRAAP & Evaluating Ethnobotany
Lesson 4: Taxonomy vs. Folksonomy & Classifying Information
Lesson 5: Citizen Science - NatureLynx mission creation
Final Project - Self Assessment
Discussion Rubric
We will include a rubric for discussions; however, it is the teacher’s decision whether or not to assess discussions and this decision may be influenced by school policies and expectations. To facilitate an emphasis on high quality, collaborative discussions, we recommend assigning a group grade and using a spider web discussion rubric (Wiggins, 2020). In this case, the class is receives an assessment on their overall collaboration. Please see the example rubric created by Wiggins (2017; as cited in Wiggins, 2020).
Padlet discussion to be completed by educators