56 different examples of formative assessments was a tremendous resource when brainstorming unique ways to check for understanding with students beyond a paper and pencil test. Educators have to consider the best means of developing and delivering assessments to meet standards-based learning goals. Student performance can be demonstrated in a variety of ways and will indicate if students have mastered the desired learning goals.
In order to asses student readiness for a particular course, I would give a pre-assessment divided into sections based on content that will be covered. The information gained from the pretest will set a baseline of what students already know coming into the class. One would expect that after a semester or year of instruction, the post test would indicate the level of learning that had occurred.
For the formative assessments quest, I decided to show examples of ways in which students need to think critically in social studies courses. In each class I have taught, I include an assignment where students have to compare similarities and differences between two concepts. This has also been further expanded into an essay question to practice student communication through writing. The Venn Diagram's below show a variety of questions that could be asked in either Government, American History, or World History courses.
Question: Compare and contrast similarities and differences between the Articles of Confederation and the US Constitution.
Question: At the conclusion of World War II, compare and contrast the effects of the war on both Europe and Japan by including similarities and differences.
Question: Compare and contrast the similarities and differences between the Korean and Vietnam Wars.
Quality feedback on student work is even more important for the virtual classroom compared to the traditional classroom. As mentioned in the quest, some expectations for quality feedback include:
*Feedback encourages and pushes students to desire better performance and deeper understanding
*Facilitators can use data to provide feedback to individuals and address the class as a whole
*Facilitator can use data to track student progress and performance, and communicate to stakeholders
*Feedback is the foundation for student success and motivates students to meet and exceed achievement expectations
The work sample included below is from a recent submission for my Current Issues course. A dropbox was not used for the mini-deadlines to provide me the opportunity to give hand-written feedback and return the papers directly to the students, as they have to turn in all parts that make up the final paper. This allows me to review my feedback and note if students addressed feedback with revisions. The student's name and grade has been covered to protect their identity.
Students had to choose a controversial topic, and the use of databases has guided research for the final end product. For this assignment, students had to devise an opening paragraph introducing the topic, a thesis statement, and draft out ideas for both positions of the topic. I feel like my feedback was authentic because I think the student has a good start to their foundation and I'm intrigued to see what the final product looks like. In the traditional classroom and even in parent meetings, I like to keep in mind the sandwich theory when giving feedback...positive-constructive/suggestions for improvement-positive...so they leave a meeting or finish reading feedback with a positive mindset!
1.1.3 The Summative Assessment Quest
Validity, reliability, and security are three terms used when evaluating the assessment process. Validity refers to the degree to which the test measures what it claims to measure. Reliability refers to the stability of measurement over time, meaning that given no additional feedback was provided, a student should score similarly on each assessment attempt. Security refers to protecting the integrity of the assessment and ensuring that it is in fact the individual taking the test who should be taking the test.
I remember discussing these elements when designing assessments throughout my Curriculum & Instruction degrees. The elements of test security were also used within more content specific courses I took throughout college. I like the idea of a set time limit on students so that they have to work within given restraints and do not have the ability to look up answers. I also think that 1 attempt at a summative assessment is fair and students should have to take the test between a given time window.
A great advantage of the online learning platform used within my county is the ability for online summative testing. It gives students an early practice at online testing for when they have to take the end of course assessments required by the state of Georgia. The students generally will take a practice test consisting of 3-5 samples to familiarize themselves with the technology and to ensure they save material as they progress through the test. I also have moved to dividing up the test into 2 different sections, 1 for multiple choice and the other for short response. Students are able to go back and look over questions in the first section but not after they hit the FINISH button. They then move on to section 2 and have free access through the short response questions; the FINISH button for section 2 completes the entire assessment. I also have a question bank with double the amount of questions and the platform allows questions to be randomized along with answer choices. Automatic grading can be seen by the teacher; students can see their numerical scores when the testing window closes but are not able to look at specific questions or answer choices. Because the online testing feature is within our county platform, I am unable to include the link to be accessed.
Summative assessments do not always have to be in test form, but can be considered a culminating project. In my economics courses, I assign a summative assignment detailing an overall study of a chosen country. Throughout the semester, each student tracks the currency conversion of the American dollar to the currency of their chosen nation. This must be included in the final project in some manner with a summary on the impact of exchange rates. An instruction sheet is distributed, detailing each topic that must be included, along with sample citations and projects that have been created in the past. I provide a list of resources to start their research and they have some range to include outside sources and images. The final product will count as a summative grade and occurs at the end of the semester to allow students to demonstrate mastery of economic topics that we studied over time. There is an element of student choice, as students can create a PowerPoint, KeyNote, Prezi, poster, video, etc. I encourage them to look over the samples for a foundation but then to make their projects unique. Rubric also provides specifics about where points were earned. This form of assessment allows students to show what learning standards have been mastered, and the elements of validity and reliability are in place. From semester to semester, I am amazed at the creativity of work submitted by my students.
Studying Global Issues
As we end our semester of study, it is important to look at everything we have studied and apply it to various countries. This is the final activity for the class and will represent the Unit 7 summative assessment.
Each student will choose a country and research the economic status of that nation. Students may present information in the mode of their choosing: (scrapbook, pictures/narratives, video/IMovie, flipbook, trifold board, food, etc)
Looking at your Country:
*Name of your country
*Is your country a member of a governing body? (EU, NATO, etc)
*Political system/Form of government
*Capital
*Population
*Currency used (Include chart to show tracking for semester)
*Health of population
*Energy Consumption/Climate Changes
*Environment/Biodiversity
*Status of the economy
*Current debt
*Major Imports/Exports
*Who are the leading trading partners?
*Development Aid and Foreign Relations
*Gross Domestic Product (GDP)
*Military Spending
*Education
*Culture (Media, sports, cuisine, cinema, entertainment)
*Grading Rubric will be included (35 pts). ALL categories should be addressed to get a complete view of your country and resources documented (works cited). Use class time productively and finish the semester on a strong note!
*Many websites are available for this project… CIA Factbook will be very helpful. Be sure to cite ALL sources.
Multimedia Project : International Economics: Country Project
- Teacher Name: Ms. Martin
Student Name: ________________________________________
CATEGORY
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4
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3
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2
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1
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Organization
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Content is well organized using headings or bulleted lists to group related material.
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Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
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Content is logically organized for the most part.
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There was no clear or logical organizational structure, just lots of facts.
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Text- Font Choice & Formatting
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Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.
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Font formats have been carefully planned to enhance readability.
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Font formatting has been carefully planned to complement the content. It may be a little hard to read.
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Font formatting makes it very difficult to read the material.
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Content - Accuracy
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All content throughout the presentation is accurate. There are no factual errors.
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Most of the content is accurate but there is one piece of information that might be inaccurate.
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The content is generally accurate, but one piece of information is clearly flawed or inaccurate.
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Content is typically confusing or contains more than one factual error.
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Spelling and Grammar
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Presentation has no misspellings or grammatical errors.
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Presentation has 1-2 misspellings, but no grammatical errors.
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Presentation has 1-2 grammatical errors and 1-2 misspellings.
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Presentation has more than 2 grammatical errors and more than 2 spelling errors.
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Use of Graphics
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All graphics are attractive (size and colors) and support the theme/content of the presentation.
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A few graphics are attractive but all support the theme/content of the presentation.
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A few graphics are attractive but a few do not seem to support the theme/content of the presentation.
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Several graphics are unattractive AND detract from the content of the presentation.
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Effectiveness
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Project includes all material needed to gain a comfortable understanding of the topic.
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Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements.
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Project is missing more than two key elements.
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Project is lacking several key elements and has inaccuracies that make it a poor study guide.
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Sources
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Source information collected for all graphics, facts and quotes. All documented in desired format.
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Source information collected for all graphics, facts and quotes. Most documented in desired format.
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Source information collected for graphics, facts and quotes, but not documented in desired format.
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Very little or no source information was collected.
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The collection and analysis of data is just as important if not more for the virtual classroom compared to the traditional classroom. I was very pleased to see the visuals included within this quest because many of them were familiar to the online learning platforms I have been a member of. A course facilitator can derive valuable information from reporting tools and present a complete outlook for students' progression through a course.
Enrollments
The image below is a helpful organization tool for the teacher. It helps sort the various courses that they teach, start/end dates, and the number of students enrolled. Throughout the semester, the enrollment numbers might increase or decrease due to circumstances.
The image below allows the teacher to see the student type, completion date of the course orientation, status for the course, and plans to take and pay for a state standardized course. Contact information will also be included for both the student and parents.
The images below detail records of communication between the instructor and stakeholders (students and/or parents). The log is very detailed and serves as a documentation that the teacher reached out to students who were struggling or failing the course. The second image is an example of positive feedback for students who have demonstrated high levels of achievement. Most parents receive notes when their child is struggling, but we also have to remember that parents want to know when their child is doing well. I have made this a habit in my current classroom and parents are relieved that they aren't receiving another email about their son/daughter not performing to expectations.
Students Monitoring Their Own Learning
The images below are designed for students to see individual feedback on graded assignments. As an online graduate students, I depended on the comments section to be aware of suggestions for improvement or to read positive feedback from my instructor.
I have included an image below of one current method for evaluating student progress and data. The visual shows the percentage of students who got each question right for assessments logged into the program. Our economics content team goes through each test and compares data to determine which standards have been mastered and the questions that are most missed which require more practice and reteaching.
2.1.2 Rubrics and Competencies Quest
The unit I created a competency structure for is World War II. The following are standards that will be covered, and a visual is included to show how standards and learning objectives correlate to a given day's activities and lesson plan. The following are the curriculum standards being addressed:
SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II.
a. Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, DDay, Guadalcanal, the Philippines, and the end of the war in Europe and Asia.
b. Identify Nazi ideology, policies, and consequences that led to the Holocaust.
c. Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe.
d. Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for Europe, and MacArthur’s plan for Japan.
Assignments for the unit are aligned through learning objectives which reflect competencies. By the end of instruction on World War II, a student should be able to identify key events and how decisions made by the leaders of the world impacted the outcome.
a. Students will choose 2 battles to explore further. With the use of resources from the History Channel, students will create a 2-slide PowerPoint to post for their peers. The first slide will depict the who, what, where, why, and outcome of the chosen battle. The second slide will include a map and a minimum of 2 images detailing their event. This will be submitted to the teacher for review and then posted to a presentation board for the class to view and study. Students will also explore Google Earth to visualize the battle locations in real-time and also study before/after photos of these locations.
b. Primary sources taken from the Third Reich and Mein Kampf will give insight into the ideologies of the Nazis. Students will also explore how the American Great Depression severely impacted countries around the world, and its underlying effect leading into World War II.
c. Biography studies on the Big 3 (Churchill, Stalin, and Roosevelt). Students will create a comparison chart on the 3 major conferences that took place during World War II and what was discussed at each conference. Maps and videos (TeacherTube) will supplement knowledge acquisition. Students will also view and reflect on famous political cartoons from the WW2 era.
d. A webquest and graphic organizer will help students understand the global impact of World War II on all the nations involved. Students will also analyze the end of the war from the perspective of the winners and losers.
Primary sources, video clips, and images will be used during the content unit. Students will also have access to a class q&a board where they can pose questions to be answered by the instructor or peers. At the conclusion of this unit, the student will use a variety of web tools in order to attain and demonstrate competency in the learning standards set forth by the state.
3.1.1 Differentiation Quest
I enjoyed studying the differentiation quest and learning about heat maps and other visuals that analyze student performance data. Teachers can gain valuable information about their students by dissecting the data and use results to make decisions regarding instruction. Students who do not demonstrate mastery would require extra help before moving on to new materials. As the course instructor, I would individually provide struggling students with additional resources to better understand the topics they found challenging. Data can communicate class results as a whole as well as individual question analysis. The example given in the quest showed the class had an overall assessment average just under an 84. While that looks good on the exterior, one must explore deeper to discover that some strong student scores overshadowed the 2 students who did not master the standards being tested. The more practice teachers have with analyzing data, the more informed they will be when using that data to influence classroom instructional practices.
The ItsLearning platform is used across the board in Forsyth County Schools. During the year, teachers had professional development sessions to inform them of the level of data analysis generated on every assessment. The screenshot above shows an item assessment for a recent Economics test. Teachers can study questions individually, proficiency rates for students, and mastery of learning standards. All of this data would be very time-consuming to crunch by hand, and so we are fortunate to have this access at the tip of our fingers.
Each week our school has content teams that meet together and discuss content presentation methods and assessment strategies and data. Our economics team is very diligent with these meetings because we use the data to make instructional decisions to help further prepare our students for the end-of-semester Georgia EOC for Economics. When grouping occurs, I have taken different approaches. I like to group by ability levels with high achievers together and lower achievers together. I also like to mix the groups so that there are both high and low achievers working together. Many classes have the ability to sub-group by gender, and for a recent observation I divided the class and grouped them with behavior in mind.
In the virtual learning environment, the data paints a strong picture for the teacher on the achievement levels of their students. The data could serve as a reference point for identifying learning needs and differentiated instruction for each student. This opens the door for personalized learning paths. Throughout my graduate school work and readings, I remember reflecting on the numerous ways in which student learning paths can be modified based on the individual. While the data is not the only indicator teachers have for their students, assessment results provide a solid understanding of the knowledge that each student possesses. Data analysis is a form of reporting that plays a vital role in helping teachers determine what instructional strategies are needed to ensure students achieve learning goals.
The GaVirtual rubric was a great resource to view as my goal is to teach through their organization and it allowed me to see what expectations are set forth for their instructors. This TOOL program has been a journey and allowed me to reinvent myself through the various tasks involved. It is now time to reflect on the quests I have completed and seek opportunities to incorporate many of these skills into my traditional classroom. I honestly believe that regardless of how many years we have in the education field, there are always opportunities to learn and grow professionally. The pages included within this blog have in essence created an e-portfolio documenting new lessons, ideas, integration of technology, assessment tools, and so much more. I also would be able to provide files that were included in my e-teacher account while I was in grade school and took courses to receive the Online Teaching Endorsement. I can look back on the TOOL artifacts, my e-teacher portfolio, Georgia TKES ratings, peer recommendations, and classroom products to see the growth I've experienced since I began teaching...and realize there are a wealth of opportunities out there waiting to be explored!
Recommendation Letter from my Online Teaching Instructor
Final Paper/Summative Evaluation Report
CIED 7603: Summative Evaluation Report
Katherine J. Martin
Valdosta State University
Part 1: Online Classroom Impact Overview
The online learning module was delivered to 11th grade students who anticipated they would be enrolled in a college-prep economics course during their senior year. Haiku was the chosen digital learning platform and was familiar to both students and teachers because it has been used throughout the current school year at Greater Atlanta Christian School. The course, Introduction to Economics, spanned three weeks (March 3-23) and students had weekly deadlines but were allowed to work at their own pace or even complete assignments early depending on their pacing. It was difficult securing participants to commit for the three weeks and I was hoping 10 students would participate; eight students agreed and it was a manageable number for my first online teaching experience.
The eight students ranged in age from 16-17 years old. The racial backgrounds of the participants included one Caucasian student (12.5%), four Black students (50%), one Asian student (12.5%), and two Multi-racial students (25%). The composition of the students was not representative of the overall school populations, but these were the first students to realize the opportunities being offered and agreed to be a part of the online course. All eight of the students were in good academic, behavioral, and financial standing with the school. Free/reduced lunch as a socioeconomic indicator was not valid at the school because a meal plan is offered for students through tuition. Student attendance during the regular school day did not play a role as the learning module was conducted entirely online. The only conflict that impacted one student was their participation in a school leadership retreat in which they were out of town and did not have access to the Internet. The student contacted the instructor and an extension plan was devised. The resources and assignments directly related to content and economic themes that would be covered on the summative assessment.
Introduction to Economics gave students an overview of terminology and concepts based on the Georgia Performance Standards (GPS). The syllabus and course description informed students they would be gaining a basic foundation of topics that would help them understand 21st century economic challenges and would be practicing strategies for becoming an informed decision-maker. Haiku proved to be the best option for the delivery of content, being that students used it on a daily basis for their current academic workloads. After researching alternative operating systems, it made the most sense to stick with what was familiar to both the students and instructor. The course was divided up into three one-week modules of content and there was an effort made to provide meaningful learning experiences. Students continued their use of online navigation through the Haiku operating system, using various tools to communicate with the instructor, and practicing skills that represent 21st century learning.
Students were assessed on a weekly basis through assignments, activities, discussions, and a culminating summative assessment. It was more difficult to use informal assessments in the online environment, but I was able to monitor the students as each week progressed by responding to their assignments and formal assessments were reflected with grades. Evidence of student learning was ongoing, and the instructor reached out to students each week through the announcement feature or private messages to discuss student progress.
The pre- and posttest were designed with the Georgia Performance Standards for Economics in mind (Department of Education, 2013). The questions were selected so that they each addressed and measured a different content standard that had been included in the syllabus as a learning objective. Additional questions were used on the post-test, but the 15 identical questions provided the best evidence of knowledge gained. From the initial discussion post asking students to explain economics, it was evident that there was very little prior experience or background with this subject. The instructor viewed this as an incredible teaching opportunity to introduce and develop economic foundations.
The figures below demonstrated the use of a streamlined operating system that provided a simplified method for assessing student work and providing feedback where necessary.
Figure 1. Class grade book. This figure allowed the teacher to monitor student progress in the course.
Figure 2. Individual student report. This figure provided a breakdown of all the grades earned by a student and blue comment clouds indicated where teacher feedback was given.
Figure 3. Class assessments. This figure showed the assessments created by the instructor; class and individual results were viewable, while due dates could be adjusted if needed.
Figure 4. Dropbox. This figure allowed students to directly submit assignments; the instructor was able to set due dates, be alerted to the number of submissions, and managed other features.
Research relating to best practices for online learning were used to guide design and implementation of the online learning module. The experience was conducted 100% online and was made possible through the integration of technology. Tobin (2004) designed a checklist for online learning (COIL) and it was used to guide the instructor’s layout for the course. The COIL categories included (a) student behaviors meeting criterion, (b) faculty-student interaction guides, (c) technology support, and (d) the overall learning environment (Tobin, 2004). While all the categories carried importance to the learning environment, the faculty-student interaction guide provided the most helpful strategies for communicating with the participants.
Educators are responsible for designing an online environment that is easily navigable by students and tasks are assigned at an appropriate pace. I have been successful in my online degrees because the courses were structured with assignment due dates by Sunday 11:59pm. According to Ragan (n.d.), there are 10 essential strategies for effective online teaching and promote effective distance education environments. Strategy #3 recognizes the value of establishing course patterns that allows students to get into a semester routine and eliminates surprises. In my current classroom as well as the online teaching module, I firmly believe that students need organization and structure. Calendars and direct messages allowed me to communicate if any changes arose; students know to expect quizzes on certain days of each week and other assignments are due at the conclusion of each week. By maintaining a consistent pattern and routine, this helped both students and teacher stay organized and aware of when assignments were due.
The option for distance education opens doors for learners of all ages and degree levels. The changing nature of students means that educators have to adapt to diverse needs and learning styles. Ianacone and Corry (2013) researched and presented on the topic of building online best practices through evidence-based research analysis. Research studied the advantages of the online teaching environment and how it allowed for teacher flexibility, different styles of communication, the opportunity for relationship building, and options for personalized learning (Ianacone & Corry, 2013; Means, Toyama, Murphy, Bakia, & Jones, 2010). These are all strong advantages of online education and more research is needed about the training and professional development needed for teachers.
Part 2: Learner Assessments
The use of a course grade book allowed student data to be available and accessible to the instructor. The grade book allowed for individual assignments to be viewed and were sorted based on due dates. As mentioned above, the 15 pretest questions were chosen based on the Georgia learning goals and objectives for Economics. These questions were also the first 15 questions on the summative unit assessment. The assessment is featured as Appendix A and the learning objectives measured by each question were included as Appendix B. Other assessments include chapter vocabulary quizzes designed and given online, discussion posts based on chapter content, vocabulary builders, life-applicable assignments, and a weekly citizenship grade.
Part 3: Pre-test and Post-test Data
Students completed a summative assessment that covered information presented within the three week learning module. Data was kept on a Word file about student pre- and posttest scores, along with their response to a question about the learning effect. The learning effect is an economic principle that measures the relationship between education level gained and potential income earnings. Table 1 provides an assessment overview of the learning module participants and location. Table 2 provides individual data for the student assessment. The pre-assessment consisted of 15 questions and those questions were used on the post-assessment. More questions addressing vocabulary and key concepts were covered on the post-assessment along with free response questions to measure the overall amount of knowledge gained. Table 3 gives an overview of how the group scored comparing the pre- and posttest values.
Table 1
Assessment Overview
Table 2
Individual Assessment Data
Table 3
Assessment Group Data
Part 4: Analysis and Interpretation of Data
The data collected from the online teaching module indicated that students increased in their level of knowledge relating to introductory economics concepts. Scores from the pre- and posttest show the percent change for each student after completion of the three weeks of instruction. The pretest was given at the beginning of the online module before any instructional activities were completed. The pretest results from the students are listed in Table 2 above and show the number of questions students answered correctly out of 15, and their overall percentage. The table also displays the results of the posttest, percent change, and overall assessment grade for each student. The questions produced data that was used to calculate the mean scores for the class.
The pretest mean score was 54.16% compared to the posttest mean score of 86.67%. The change in the level of student achievement between the pre- and posttest was +60%. In a more informal mode of assessment, students were asked in an introductory activity to post a discussion comparing the importance of education levels and how that would impact adulthood. The first week of instruction covered relevant articles and discussed the correlation between staying in school and advancing one’s degree versus entering the workplace as soon as possible. Students were re-assessed on the posttest with the same question; it was apparent that students had increased their knowledge on the topic after the instruction timeframe.
Upon completion of the online course, students had the opportunity to complete an anonymous opinion poll given through Survey Monkey. The three areas that were rated included content, delivery system, and the instructor. The results were viewable as bar graphs; charts were also used to display the statement and responses for those who participated. Out of the eight students in the online course, six students attempted the survey. The results from the student opinion survey are included below in Tables 4, 5, & 6.
Table 4
Results from Survey Monkey Poll Regarding Content
Table 5
Results from Survey Monkey Poll Regarding the Delivery System
Table 6
Results from Survey Monkey Poll Regarding the Instructor
The final piece of student feedback was received by email from one of the class participants. The email included the following body text:
Hey Mrs. Martin,
I just wanted to tell you how fun this course was for me! It really opened my eyes about a lot of things and I look forward to the class next year. I appreciate the organized layout of everything, as most teacher’s haiku pages are completely obscure. I wish there was another course I could take from you, this was very helpful to me.
See you next year.
Part 5: Recommendations for Revisions
The initial recommendation for revision of the learning module would be the incorporation of podcasting as a content delivery method. The word podcasting was recognized as the New Oxford American Dictionary ‘word of the year’ in 2005 as more educators are looking for diverse presentation techniques (A. Brown, Brown, Fine, Luterbach, Sugar, & Vinciguerra, 2009). Podcasting can include audio, video, screencasts, and slideshows all within one multimedia learning activity. Research has been conducted on podcasting and determined that many students enjoy hearing their instructors voice and images can be helpful in understanding the steps to a process; other students prefer handwritten materials and not potentially dealing with technical difficulties that could arise (Brown et al., 2009). Podcasting would take time in the design of the unit but could provide an audio for students to listen to while viewing the chapter content. Other revisions I would make in the course would include more opportunities for students to interact with one another within the discussion posts. The students did not have an opportunity to comment on each other’s viewpoints, and that would allow the students to be more engaged with their classmates in an online setting. I was initially concerned that I had created a learning experience that would add on too much work to the participant’s already full schedules. After talking with some of the students who are in my non-online American History class, they were pleasantly surprised with the amount of work that was actually required. I have had time to reflect and think about aspects of the course I would revise for the future; additionally, I commend myself on a successful first online teaching experience with real participants and positive collaboration with my technology mentor.
References
Brown, A., Brown, C., Fine, B., Luterbach, K., Sugar, W., & Vinciguerra, D. (2009). Instructional uses of podcasting in online learning environments: A cooperative inquiry study. Journal of Educational Technology Systems, 37(4), 351-371. doi: 10.2190/ET.37.4.b
Georgia Department of Education. (2013). Performance standards for high school economics. Retrieved from https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Economics.pdf
Ianacone, R. & Corry, M. (2013). Building teacher online best practices through evidence-based research analysis. Presented at the International Conference on Online Learning. Retrieved from http://sloanconsortium.org/conference/2013/aln/building-teacher-online-best-practices-through-evidence-based-research-analysis
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and overview of online learning. Center for Technology in Learning, U.S. Department of Education. Retrieved from http://www.ed.gov/about/offices/list/opepd/ppss/reports.html
Ragan, L. (n.d.). 10 Principles of effective online teaching: Best practices in distance education. Distance Education Report. Retrieved from http://www.mnsu.edu/cetl/teachingwithtechnology/tech_resources_pdf/Ten%20Principles%20of%20Effective%20Online%20Teaching.pdf
Tobin, T. (2004). Best practices for administrative evaluation of online faculty. Online Journal of Distance Learning Administration, 7(2). Retrieved from http://www.westga.edu/%7Edistance/ojdla/summer72/tobin72.html
Appendix A
Unit 1 Test: Introduction to Economics
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
1. Which of the following is characteristic of a traditional economy?
A. They have a high standard of living.
B. They are usually based on light industrial production.
C. Communities tend to be fast growing.
D. Children tend to have the same jobs as their parents did.
2. Why does the government use its powers to make sure that businesses disclose so much information to the public?
A. to make it hard for businesses to make an excess profit
B. to make it easier for consumers to save money
C. to make it easy for businesses to have good information
D. to make buyers more knowledgeable, safer, & more aware
3. A company that makes baseball caps is underutilizing its resources. What does this mean?
A. The company is producing fewer caps than it could be
B. The company is paying its employees less than it should be
C. The company is running more efficiently than its competitors
D. The company is making caps when it could be making t-shirts instead
4. A nation’s automakers install new robotic machinery to build cars. Now, cars take only a day to make, and the factories can produce many more cars than before. This growth is caused by:
A. technology C. land and natural resources
B. production possibilities curve D. human capital
5. Which of the following is an example of a public good?
A. shopping mall C. movie theater
B. highways system D. country club
6. Definition: the struggle among various producers for the consumer’s business
A. incentive B. competition C. self-regulation D. socialism
7. Which of the following is NOT an example of a public good?
A. libraries C. schools
B. shopping malls D. national parks
8. What is the term for the total value of all goods and services produced in an economy?
A. net worth C. gross domestic product
B. standard of living D. open market value
9. The purpose of a production possibilities graph is to:
A. keep an economy from having nonproductive workers
B. show the most efficient combinations of how resources are used to produce goods
C. enable a country to mobilize to win a war
D. make it possible to increase an economy’s buying of goods
10. What is the biggest incentive that manufacturers have to sell their products?
A. making profits on sales C. putting others out of business
B. pleasing the consumer D. popularity of the product
11. The resources used to make all goods and services are:
A. opportunity costs C. production trade-offs
B. factors of production D. production possibilities
12. What does a production possibilities frontier show?
A. an economy that is producing but not at the maximum
B. scarce and less scarce resources
C. global trade-offs and costs of doing business
D. the maximum amount that an economy can produce
13. Who was the free market philosopher that coined the “invisible hand” theory in the marketplace?
A. Adam Smith C. Karl Marx
B. Vladimir Lenin D. Friedrich Engels
14. A new runway has opened up at the airport, and the flight path goes directly over your apartment. The noise of the airplanes is a:
A. negative externality C. market failure
B. free-rider problem D. positive externality
15. What is one benefit provided by Social Security?
A. compensation for all who lose jobs C. medical care for the injured
B. retirement income for the elderly D. cash transfers to minority workers
16. Which of the following is an example of a safety net provided by the government?
A. a strong military defense C. regulation of commerce
B. general elections every 4 years D. unemployment compensation
17. Which of the following is NOT characteristic of a centrally planned economy?
A. Each individual or business can set its own goals.
B. Each person is assigned a job and knows what is required.
C. The central government owns all land and capital.
D. The central government makes all economic decisions.
18. Human capital includes:
A. the equipment used by a doctor to cure a patient
B. the machinery used to weave cloth
C. a taxi driver’s knowledge of the city streets
D. the salary paid to an accountant
19. Any resources that are made by humans and used to create other goods and services:
A. entrepreneurship B. services C. labor D. capital
20. What is the most effective way for consumers to make their desires known to businesses?
A. by protesting and boycotting products C. by the purchases made/not made
B. by hiring lobbyists and joining consumer groups D. through mail and phone surveys
21. What is a positive externality?
A. an economic side effect that generates unexpected benefits
B. a way to generate trade that will benefit people from other countries
C. a cash flow that will benefit both the government and businesses
D. an extra payment to welfare recipients
22. Why do markets primarily exist?
A. Markets ensure economic equity for all people.
B. Markets allow people to buy what they need to consume and sell the
goods and services they produce.
C. Markets ensure the government won’t intervene in the production of goods.
D. Markets provide self-sufficient people with places to exchange ideas.
23. What is the opportunity cost of a decision? (Read closely!!!)
A. the series of alternative decisions that could have been made
B. the different ways that a person could have made a decision
C. the best possible way a decision could have been made
D. the most desirable alternative given up for a decision
24. Which of the following is a private organization that attempts to influence public officials to act or vote in ways that will benefit the group’s members?
A. interest group C. market research group
B. free enterprise group D. public hearing group
25. Which of the following is NOT a key economic question?
A. What goods and services should be produced?
B. Who consumes these goods and services?
C. How should these goods and services be produced?
D. How should it be ensured that goods and services are paid for?
26. You read an article in a news magazine that explains how the economy expanded for several years, then went into a period of contraction. What was the subject of the article?
A. the business cycle C. microeconomics
B. gross domestic product D. voluntary exchange
27. The government of a country must make a decision between spending money on a hospital or spending the same amount on border security. What is this called?
A. guns or butter C. global trade-off
B. production efficiency decision D. decision at the margin
28. An example of an entrepreneur is:
A. a lawyer in a high-profile law firm that specialized in business law
B. a writer who is hired by a film studio to adapt a novel into a screenplay
C. an artist who runs a business painting murals in offices and restaurants
D. an Olympic ice skater who decides to join a professional ice show
29. A person who consumes a good or service but does not pay for it is a what:
A. free rider B. volunteer user C. entrepreneur D. private consumer
Vocabulary Matching
Match each term with the correct statement below.
a. efficiency b. goods c. trade-off d. scarcity
e. production possibilities graph ab. Services ac. Shortage
ad. Opportunity cost ae. Underutilization bc. Factors of production bd. Labor
be. Socialism cd. Incentive ce. Laissez faire
30. actions or activities that one person performs for another
31. use of resources in a way that maximizes output of goods and services
32. an expectation that encourages people to behave a certain way
33. an economic system where business occurs with minimal government intervention
34. paid effort that people devote to a task
35. physical objects that can be exchanged
36. limited quantities of resources to meet unlimited needs or desires
37. a philosophy based on the belief that wealth should be distributed equally in a society
Durable vs. Non-Durable Goods
Think about how each item is designed and determine the type of good. Do not overthink each of these.
A. Durable B. Non-Durable
38. Car
39. Pizza
40. Toothpaste
41. Furniture
42. Refrigerator
43. Airplane
44. Cheese
45. Black/Blue pens
Free Response Questions
1. Explain how the introduction of physical capital, in the form of a computer, could benefit a family. Are there some ways in which a computer might not benefit a family?
2. Explain what has happened to most of the large centrally planned economies. Include at least two examples and state why this has happened? (HINT: Listing some reasons and characteristics will help explain the overall impact on certain countries)
3. Think back to your initial discussion post about the concept of economics. Based on the last three weeks, provide an overview about economics and the role it plays in global societies.Appendix B
Georgia Performance Standards for Economics
The Georgia Department of Education has designed a curriculum framework and core standards that represent the desired learning outcomes.
Unit 1: Fundamental Economic Concepts
SSEF1. The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and tradeoffs for individuals, businesses, and governments.
a. Define scarcity as a basic condition that exists when unlimited wants exceed limited productive resources.
b. Define and give examples of productive resources (factors of production) (e.g., land (natural), labor (human), capital (capital goods), and entrepreneurship).
c. List a variety of strategies for allocating scarce resources.
d. Define opportunity cost as the next best alternative given up when individuals, businesses, and governments confront scarcity by making choices.
SSEF2. The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action.
a. Illustrate by means of a production possibilities curve the trade offs between two options.
SSEF3. The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties.
a. Give examples of how individuals and businesses specialize.
b. Explain that both parties gain as a result of voluntary, non-fradulent exchange.
SSEF4. The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce for.
a. Compare command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation.
b. Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability.
SSEF5. The student will describe the roles of government in a market economy.
a. Explain why government provides public goods and services, redistributes income, protects property rights, and resolves market failures.
b. Give examples of government regulation and deregulation and their effects on consumers and producers.
SSEF6. The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people.
a. Define productivity as the relationship of inputs to outputs.
b. Give illustrations of investment in equipment and technology and explain their relationship to economic growth.
c. Give examples of how investment in education can lead to a higher standard of living.
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