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TeacherLore

What criteria will be used to assess binders?

Contents of Portfolio/History Binders

The binders will be assessed twice. A simpler review will be conducted by students at the Youth Heritage Festival. A more in-depth review of completed binders will be conducted by teachers at the Summer Institute.

Youth Heritage Festival: One binder containing all of the below should be brought to the Youth Heritage Festival. This will be placed on the student display table. After the YHF, you can take this binder home with you.

This is the criteria that will be used to assess binders at the Youth Heritage Festival:

Portfolio extends display panel message. Answers questions that a reader may have from panel info. Portfolio is well organized—with table of contents or section heads. Portfolio has ample student work, photography, publicity information. Portfolio graphics match panel. They appear to serve as package.

Summer Institute: You should bring a completed version of your binder to the summer institute, where as a group we will review them. These completed binders will be archived at the Montana Historical Society.

We will need also need digital copies of all materials in the binder. You can submit these on a cd, or you may post them using our online form. (Photographs and appendices materials should not be placed online, however. They should be submitted on cd.)

If you submit your binder materials on cd, the folders on the cd should use the same names as the sections below:

These are the criteria that you will apply to the binders at the Summer Institute:

1. Executive summary

a. Title: A History of the Montana Heritage Project in [your community].

b. Data: Name(s) of Classes Involved, Name(s) of teachers involved, Total number and names of students involved broken down class by class.

c. Team Members: Names (and titles of all community adults who helped)

d. Interviewees: Names, arranged alphabetically, of all individuals for whom an interview tape was made. Key this list to any other numbering system that you are using.

e. A list of products created, including but not limited to interviews with tapes, transcripts and/or tape logs; exhibits, essays, research papers (and the names of students who created them) during the Project for donation to the Montana Historical Society. This list serves as an index for future researchers, so they know what documents were created.

2. Interview transcripts, tape logs, indexes, and release forms

Complete documentation is needed for all tapes that will be achieved at the Montana Historical Society. The actual tapes should be delivered during the Summer Institute.

3. Teacher narrative with teacher and student evaluations

A description of what happened (including major activities, trips, events, speakers). The following items should be addressed in this narrative:

Ask: The questions posed by students

Listen: A description of the ways in which the historical record was explored

Explore: A description of what students added to the historical record

Reflect: Description of strategies used to engage students in reflection

Teach: A description of gifts of scholarship that resulted, including any public presentations or celebrations that were held

A personal evaluation of the Project by the teacher

Student evaluations: What did students say about the Project? Include a description of how students were asked to evaluate their project work and when that occurred during the year.

4. Photographs

Photographs that document activities with complete caption information or other documentation of the Project. Whenever possibile, photos should be at least 1200 pixels on the long dimension. Captions should identify all recognizable people, as well as date, location, and event.

5. Student writing

At least three samples of student writing need to be posted online before the Youth Heritage Festival. It will be evaluated separately from the binders. However, the binder should also include samples of nonfiction writing. Student work, in addition to being well-written and interesting, should demonstrate significant research into the community’s history and thoughtful conclusions about the meaning that history has for the student.

6. Appendices (optional materials)

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