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MARKING SCHEME: GRADE 11 SOUND PEER TEACHING PROJECT

 

GROUP NAMES:      _______________, ______________, _______________, ____________

TOPIC:           ___________________




A:Display & Explanation of Sound Technology

Description: In this section, the group will get up in front of the class and explain briefly (10 - 15 minutes) how their optical device works.


This must be done in a natural, conversational style without reading. Your “displays, whether labeled photographs, computer images , overhead transparencies, ray diagrams or scale models will enhance the audience’s understanding.


Item

Mark

APPEARANCE / FUNCTIONALITY

-Display clearly labeled

-Neat, professional appearance

-Enhanced understanding of topic

-Considerable effort made in making display

-Could be seen clearly by everyone in class



1 2 3 4 5

DELIVERY

-Student group explained without reading from prepared text of any kind

-Showed excellent knowledge of topic

-Good participation and seamless delivery

-Group well prepared and organized; got started without delay


1 2 3 4

GROUP ACCOMPLISHED THEIR GOAL

Group answered the basic question: “how does the technology work?”

1 2 3

                                                                                                TOTAL

12

NOTE:            for this section, reading from blocks of text on PowerPoint Presentations or from cue cards not allowed




 

B.Creative / Performance Portion 

Description: In this section, the student group will use some non-traditional way to present the main issues regarding the explanation of / impact / uses / applications of their devices.   The idea is to use “creative entertainment” rather than “boring lecture” to get your point across. This may include:

-play a musical instrument, to demonstrate sound

-puppet show with puppets made of pieces of cut-out paper glued to sticks, or more elaborate puppets

            -mock News report with props

            -home video on topic

            -poetry reading (such as Limericks)

            -interpretive dance or creative movement

            -computer generated (FLASH) animation


Minimum 10 minutes long, although groups may take as long as they wish. Groups may need to lead the class in discussion after your creative event, to ensure that the audience got the point about the issues involved.

 

item

mark

Considerable effort was made in creative / performance endeavor by group


1 2 3 4

Elements of creativity, imagination, humour were present


1 2 3

Props or other teaching aids effective, enhanced overall teaching

1 2 3 4

                                                            TOTAL

11



C:Student Activity:       (ie: the quiz)

item

           mark

Activity had educational value; added to knowlege of students

 


1 2 3

Activity was fun, interesting, captured class attention


1 2 3

Class activity was adminstered smoothly; presenters were organized and class was kept under control during activity.


1 2 3

                                                            TOTAL

            9





D:Student Evaluation:       (ie: the quiz)

item

           mark

Degree of difficulty of test was appropriate: not simplistic but not impossible either. Must be a true test students’ knowlege of major issues or themes. (No word searches! or excessive use of true/false)

 


1 2 3

Evaluated item professional in appearance; provided to teacher for photocopying the DAY BEFORE presentation date


1 2 3

Test administered by entire group in a “teacher-ish” fashion. (ie: fairly, with entire class forced to focus on evaluation, no talking allowed during test). Marks submitted to Mr. Koivu by the next class.


1 2 3

                                                            TOTAL

            9



TOTAL: 40 MARKS