January 21, 2017

Dr. Linda Haynes MEDT7476

Assessing Learning in Technology - Enhanced Instruction

Virtual Field Trip

Assessment Plan

Prepared for: Steven Miller, Assistant Professor of Humanities, Department of Liberal Studies
Prepared by: Tammy Hotchkiss, Academic Resource Center
EXECUTIVE SUMMARY

Performance Task Title

Virtual Field Trip to Angel Island and Ellis Island

Grade
Junior / Senior College Students

Designer
Tammy Hotchkiss, Academic Resource Center

Performance Task Annotation

By the end of this activity students will be able to:
Describe a variety of difficulties immigrants faced when processed at Ellis Island and Angel Island during the
immigration process.
Identify with the feelings of the hope and reservation many of the immigrants endorsed as they arrived in the
United States.
Discuss many of the reasons why the American government questioned immigrants to be granted entry.
Gain an understanding of why people immigrate to the United States during the late 1800s
Describe many of the challenges immigrants faced and how they responded to those challenges
Identify the struggles encountered by immigrants from the experiences of real people and events using a variety
of sources (including firsthand and secondhand accounts in video documentaries)

Subject
Liberal Studies -LBST-302
Cultures in Contact: Immigration

Approximate Duration of Performance Task

Approximately 240 minutes

Focus Standards

CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability
to locate an answer to a question quickly or to solve a problem efficiently.

CCSS.ELA-LITERACY.RH.11-12.6 Evaluate authors' differing points of view on the same historical event or issue

by assessing the authors' claims, reasoning, and evidence.

CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a
coherent understanding of an idea or event, noting discrepancies among sources.

CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection, organization, and analysis of
content.

CCSS.ELA-LITERACY.W.11-12.2.A Introduce a topic; form organized complex ideas, concepts, and information
so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the
audience's knowledge of the topic.

CCSS.ELA-LITERACY.W.11-12.2.C Use appropriate and varied transitions and syntax to link the major sections of
the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS.ELA-LITERACY.W.11-12.2.D Use precise language, domain-specific vocabulary, and techniques such as

metaphor, simile, and analogy to manage the complexity of the topic.

CCSS.ELA-LITERACY.W.11-12.2.E Establish and maintain a formal style and objective tone while attending to the

norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.11-12.2.F Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance of the topic).

National Standards (ISTE NETS Standards)

ISTE Standards
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and
working effectively in teams locally and globally.
Students:
a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in
ways that broaden mutual understanding and learning.
b. use collaborative technologies to work with others, including peers, experts or community members, to
examine issues and problems from multiple viewpoints.
c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively
toward a common goal.
d. explore local and global issues and use collaborative technologies to work with others to investigate solutions.

Description and Teacher Directions

There are two assignments for students to complete: Worksheet & Essay.

Students will review the rubric then go to the locations titled Worksheet Assignment and Essay Assignment to
download the document for their assignment.

Upon Completion of the assignment the student will upload their rtf file to Blackboard.

Instructions for the Essay Assignment:

Write a 2 4 page essay detailing what you learned, (that you didnt already know), about the experience and
workings of Ellis Island and Angel Island. This can include material from any of the resources I have provided,
including areas of those websites you continued to wander through even though I didnt require you to.

Rubric Title
Assignment Rubric will be located in the Assignment section of the LMS created for the Virtual Field Trip.

Rubric Description
Professor will manually grade the assignments per his request after the completed submission of the project is
uploaded through Blackboard.
Rubric or Other Performance Evaluation Tool

Does Not Meet Meet Expectations Exceeds Expectations (10

Expectations (5 pts) pts)
(0 pts)

Writing Lacks sentence clarity Has sentence clarity Exceeds clarity on

Mechanics Contains sentence Proper sentence structure sentences
fragments Proper use of transitional Excellent usage of
Improper use of statements sentence structure
Modifiers provide proper Exceeds expectations
transitional statements
details about concept with transitional
Dangling modifiers
statements
Provides excellent details
about concept

Grammar Presentation contains less Presentation contains 3-5 Presentation contains ALL
than 3 items below: items below: 6 items below:

subj/verb agreement subj/verb agreement subj/verb agreement

proper punctuation proper punctuation proper punctuation
sentence clarity sentence clarity sentence clarity
Capital Letters Capital Letters Capital Letters
Higher/Lower Order Higher/Lower Order Higher/Lower Order

Formatting Not properly formatted, Properly formatted few Properly formatted no

contains multiple errors. errors. errors.

Mastery of Content area fails to Content area addresses ALL Content area reflects
Core Concepts address one or more of the concepts from the following: additional research beyond
following: Ellis Island the assignment was
Ellis Island Angel Island conducted and addresses
Angel Island immigrant experience ALL the following:
immigrant experience immigration process Ellis Island
immigration process Angel Island
immigrant experience
immigration process
Example of Student Work with Teacher Commentary

https://docs.google.com/document/d/1J54kUCAHz41yvugAr1wq3DD8Nm4hZEawgP1BTpmG-VI/edit?
usp=sharing

https://docs.google.com/document/d/1ZsmTdfc4K8m7Mc_M4I3oHnhDLT3AgVaW1_gTQp3KsRw/edit?
usp=sharing

Materials and Equipment

Students will need Internet access and a computer.

What 21st Century Technology was used in this performance task?

The LMS was created using Blogger. Among the various links provided, there is an Interactive Virtual Tour with high
resolution spherical images of Ellis Island and YouTube embedded video documentaries. Credit for sources are
included on the references page on the LMS.
Reference Page: http://lbst302.blogspot.com/p/references.html

Dierentiated Instruction (Readiness, Learning Profile, and Student Interests)

* Readiness
* Students will review first hand experience documentaries that provide details of what it was like to be an
immigrant on Ellis Island and Angel Island.
* This lesson was typically provided as a downloadable pdf document with links to various resources and has
now been created as an online learning atmosphere with enriching interactive topics to review for their
assignment.
* Learning Profile
* Students who are typically in an in-class lectured classroom setting will be incorporating a virtual experience
online that will take learning to a less formal setting allowing them to experience what it was like to be an
immigrant at these distant locations.
* interactive virtual tour is a combination of high resolution spherical images, historical information, and
historic images taken in the same areas decades ago, primarily of the South Side of Ellis Island. Also included
are animated point cloud fly-throughs of Ellis Island as a whole. This virtual tour was created by the Heritage
Documentation Programs.
* Student Interests
* Students will be using a virtual software titled Interactive Virtual Tour that will use a combination of high
resolution spherical images accompanied by historical information to engage them in a simulated real-life
experience scenario. Many of the students have not experienced this type of learning environment.

By the end of this activity, students will be able to:

Describe a variety of difficulties immigrants faced when processed at Ellis Island and Angel Island during
the immigration process.
Identify with the feelings of the hope and reservation many of the immigrants endorsed as they arrived in
the United States.
Discuss many of the reasons why the American government questioned immigrants to be granted entry.
Gain an understanding of why people immigrate to the United States during the late 1800s
Describe many of the challenges immigrants faced and how they responded to those challenges
Identify the struggles encountered by immigrants from the experiences of real people and events using a
variety of sources (including firsthand and secondhand accounts in video documentaries)
 * Students will be observing videos of tours of the Ellis Island and Angel Island locations and videos of
testimonials from individuals who immigrated from other locations to Ellis Island and Angel Island.

Web Resources (if used in the instruction and/or assessment)

Writing Resources for the assignment are provided on the resource page of the LMS:
http://lbst302.blogspot.com/p/writing-resources-for-this-assignment.html

Writing Resources
Writing Resourcesfor this assignment:

grammar checker:http://www.gingersoftware.com

formatting:http://www.apastyle.org
(Links to an external site.)

Purdue Online Writing Lab OWL:https://owl.english.purdue.edu

for Citations:https://www.zotero.org
(Links to an external site.)

for citations:http://endnote.com
(Links to an external site.)

Setting -- Describe the setting for the instruction and assessment

(e.g., geographic location, physical features of classroom/media center/activity center)
This is an in-class lectured course on campus evening course at Mercer University. Students will be given this
block of instruction as a course project to complete aside from the normal classroom. Assignments will be
submitted via Blackboard in an online environment.

Adult Learners -- Describe the characteristics of the students, such as age, gender, race/
ethnicity, exceptionalities (disability and giftedness), developmental levels, culture, language,
interests, learning styles or skill levels.
The adult learners are secondary education level (juniors & seniors) seeking undergraduate degrees, primarily adult
learners typically 35-45 years of age, approximately 80% black female who use 98% English as their primary
language.