Rick Rexroth Summative Assessment Project
One of the courses that I teach is the lowest level senior Elective called Modern Economic Issues. The course combines current issues with basic economics. The assessment that I have developed is a TIME 100 assessment. With a guide and Template, each student was to pick out specific people that were featured in the Time 100 publication that comes out each spring. The students were six weeks into to course when they started the project so they already had background in several different themes of the class. Micro Economics, Macro Economics, Globalization, domestic issues (US), world issues, and local issues (MN).
In the assignment, the categories are Titans, Pioneers, Leaders, and Icons.
In addition to working the category and theme into their project. The students had to focus on three points that were emphasized during the whole course.
- Background of the person
- Chronology of significant events that connect to the category and/or theme
- Find a news article that features the person (not an opinion piece)
- Provide their opinion as to why they believe the person selected deserves the title of Time 100 Most Influential People & tie in the categories and themes.
- To provide an “Iconic Image” that encapsulates the person (to reflect our work with news photos and political cartoons)
Students had two opportunities to share and discuss their people with classmates during class before the assignment was due. As a secondary assignment after the due date. They had to share there three people with a significant adult and that adult then answered basic questions and signed the form. This was to provide additional real life relevance. Not only are the people relevant to today’s news, but the students most know them well enough to share them with a significant adult.
Modern Economic Issues is an elective course, so there are no MN State Standards attached to the curriculum. However I do target the following Economic Standards as a guide.
Economic Reasoning Skills
- People make informed economic choices by identifying their goals, interpreting and applying data, considering the short- and long-run costs and benefits of alternative choices and revising their goals based on their analysis.
- Apply reasoned decision-making techniques in making choices; explain why different individuals, households, organizations and/or governments faced with the same alternatives might make different choices.
- Economic systems differ in the ways that they address the three basic economic issues of allocation, production and distribution to meet society�??s broad economic goals.
- Explain how the availability of productive resources and technology limits the production of goods and services.
- Individuals, businesses and governments interact and exchange goods, services and resources in different ways and for different reasons; interactions between buyers and sellers in a market determines the price and quantity exchanged of a good, service or resource.
- Describe the role of households, businesses and governments in the movement of resources, goods and services, and money in an economy.
- Resource markets and financial markets determine wages, interest rates and commodity prices.
- Describe commodities as natural resources necessary to produce goods and services; explain how world events and market speculation can affect commodity and other prices.
- Economic performance (the performance of an economy toward meeting its goals) can be measured, and is affected by, various long-term factors.
- Measure inflation in terms of a percentage change in a price index; analyze past and recent data to explain how the money supply is related to long-run inflation with the equation of exchange.
- International trade, exchange rates and international institutions affect individuals, organizations and governments throughout the world.
- Apply the principles of absolute and comparative advantage to explain the increase in world production due to specialization and trade; identify the groups that benefit and lose with free-trade treaties, trading blocs and trade barriers.
3. Authenticity and Rationale
- To create a capstone to the course and encourage students to have some self selected people to pursue people or areas that we have studied
- To give students the opportunity to explore individuals that have had an impact on current economic events.
- To provide students with real world examples and people that have an impact on the world that they live in as they graduate from high school
3. a. Student Examples
This type of independent project is always a little worrisome as the class is so diverse. There are many skill levels and types of students. Five to seven IEP students, eight students served by ELL programs and two students with paras in the class. Combine that with five or six AP students and approximately 15 students who are enrolled and ready to go to college, and the word that must be used is differentiation. The project has specific guided instructions (in RED) so that those that need it get specific instructions. This also served as a guide to paras and case managers. I actually got feedback from those staff members that they found them very helpful.
I liked the structure of having the students share their people with each other twice before hand. Anecdotally, it seemed to broaden the number of people that students choose. I did select people from the list to try to appeal to a wide range of students. Glad to see more economic areas covered in the student's choosing that reflected work that we had done earlier in the class. Also, having the students share their project and selected people with adults seems to get some really good feedback (for those who completed it). It makes me think that I should incorporate this more often.