Assignment 5.1: The Assessment Plan, Civilization and Reacting to the Past

Assignment 5.1: The Assessment Plan

INTRODUCTION

I developed this assignment as an assessment designer and rounded out my ed tech pitch to include some useful tools to measure progress.

WHAT TO DO

Refine Your Learning Goals
First, take some time to develop your ideas for your pitch by revisiting and refining your learning objectives. What specifically are your learning goals for your product?  

As a general goal, I want students to successfully struggle with the issue of building a civilization in order to appreciate the accomplishments of the Greeks. I want them to struggle with the issues of democracy in preparation for the role-play portion of the course.

Why are those your goals? Write them out in a bulleted list that you can refer back to.

• To appreciate history
• To understand the struggles of democracy and how to accomplish it
• To understand how democratic societies must balance individual vs. social needs

Design Your Assessments
Next, think about the assessment piece. How will you know that learners have reached those goals, or if they are headed in the right direction? Is there evidence that comes from data captured by the technology itself, or are there external tools of some kind which capture data from users? Figure out what form your assessment will take.

Civilization as a game provides interactive feedback on how the player is progressing and whether their civilization will survive, will be defeated in battle, or if it is going in the wrong direction. 


Display Your Data
Lastly, think about to whom your data is useful and for what purpose. The student should be aware of progress made and a publisher I have worked with--Soomo Publishing--has an analytic portion to its offerings.

DELIVERY FORMAT

Your work will consist of (at least) two parts. You may also want to link to your previously posted project description for people that need background on what your educational technology is all about.

• One part is a writeup describing your Assessment Plan. This will list the learning goals and describe each measure you are using, how it collects data, what content or skills it measures, and how it’s useful.
• The other is a mockup of the data display for each measure you are using. Specify who the audience is and create an image of the tables, text, or visuals that will convey the assessment results. Examples can be found on the next page.

PART 1

STUDENT LEARNING OUTCOMES
Students will:
1. Explain how key social, cultural, and artistic contributions contribute to historical changes.
2. Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
3. Identify major historical developments in world cultures during the eras of antiquity to the Renaissance.
4. Identify and describe key artistic styles in the visual arts of world cultures during the eras of antiquity to the Renaissance.
5. Identify and describe key literary works, styles, and writers from world cultures during the eras of antiquity to the Renaissance.
6. Explore the presence of cultural parallels between the world’s cultures.
7. Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
8. Use technology and information resources to research issues in the study of world cultures.
9. Write clearly and concisely about world cultures using proper writing mechanics.
10.  Demonstrate their knowledge of basic literary, philosophical, social, and cultural developments that affect the interpretation of texts, artifacts, and historical events.
11. Develop strategies on how to read and/or interpret literary texts and artifacts from the ancient world, such as art objects, material remains, monuments, inscriptions, and so on.
12. Appraise information in primary sources so as to appreciate the values of the ancient Greek culture.
13. Distinguish the different theoretical approaches in evaluating primary sources from the ancient Greek world.
14. Create and Role - play a character based on primary sources, representing key positions, as outlined in the Student Reader.
15. Engage in debate through improvisation and composition of consistent, historically accurate and carefully argued speeches. 16. Each student shall communicate effectively.

The oral communication rubric, for example, scores levels in central message, delivery techniques, language, organization, and use of supporting material. Each rubric provides graduated “levels” from 0–4, which echo the stages of Bloom’s traditional taxonomy. 1 is the benchmark, 2 and 3 are key milestones in student development, and 4 indicates the capstone.

          The Civilization computer game contains several concepts that can be used to strengthen students’ learning and prepare them for the international conflict role-play, Reacting to the Past. I will detail which learning aims in the University curriculum we expect to cover, and how they relate to Civilization.
           The Social Studies curriculum in the University is characterized by five main areas: the individual and society, working and business life, politics and democracy, and culture and international relations. Each of these contain between five and nine competency aims that the student is expected to attain by the end of the course.
            Though this game can be used in relation to certain competence aims within several of the main areas, I find it to be particularly relevant for preparing for the role play and international relations issues found in Reacting to the Past. The competence aims for international relations are as follows:

“the student should be able to:

• define the concept of power and provide examples of how power is practiced in the world
• explain the concept of globalization and assess various consequences of globalization
• provide examples of international cooperation and describe your Civilization's involvement
• elaborate on historic activities for peace and human rights and explain the your role in international activities
• elaborate on your civilization's aims and governing bodies and discuss your relationship to the world community
• use digital tools to find examples of different types of conflict in the world and present an international conflict and proposals for solving this conflict
• elaborate on why some countries are poor and some rich, and discuss measures to reduce poverty in the world
• elaborate on what characterizes international terrorism and reflect on the causes of terrorism
• discuss relations between economic growth, the environment and sustainable development”

      I will provide a description of how some concepts in Civilization can be used in relation to these competence aims.

      define the concept of power and provide examples of how power is practiced in the world
      An important aspect of the game is the interaction between leaders of different civilizations. In order to access vital resources or technologies, the player needs to enter into diplomatic agreements with other civilizations. The player’s level of success in these negotiations is dependent on their relative military, technological, economic and cultural power.
       explain the concept of globalization and assess various consequences of globalization
       Though it is theoretically possible to succeed playing this game utilizing a completely isolationist policy, the civilizations become increasingly dependent on each other throughout the game as trade partners and military allies.
       provide examples of international cooperation and describe your civilization’s international involvement
       The player has the opportunity to enter into bi-lateral and multi-lateral treaties and agreements with the other civilizations (Trade agreements, Military alliances, embargoes etc.). In the modern era, if the United Nations World Wonder has been built, civilizations can sign binding resolutions on areas such as human rights, the ban of nuclear weapons and access to the international marketplace
        use digital tools to find examples of different types of conflict in the world and present an international conflict and proposals for solving this conflict
        The game gives players the opportunity to simulate actual or illustrative conflicts. These simulations might give the player a greater understanding of the geo-political conditions that lead to armed conflict, and how those conflicts may be resolved.
        elaborate on why some countries are poor and some rich, and discuss measures to reduce poverty in the world
        Resources are divided unevenly across the playing field. Civilizations that originate near high yield resources develop more rapidly than others. Economic and population growth will quickly stagnate in civilizations that neglect the development of infrastructure (roads, railroads, irrigation). Furthermore, the choice of civics and the civilizations’ relationship with other civilizations will impact its level of affluence.
        elaborate on what characterizes international terrorism and reflect on the causes of terrorism
        Barbarian warriors and settlements, which the player will encounter in the early stages of the game, can to a certain extent be thought of as analogous to modern non-state terrorists. In the later stages of the game poverty, oppressive governments, foreign occupation, as well as discrepancy between the religion of the people and state religion, cause unhappiness. This in turn may cause the citizenry to revolt. Several parallels can be drawn between this and the causes of terrorism.
         discuss relations between economic growth, the environment and sustainable development
         Throughout the game, the player will need to make choices related to the environment and sustainable development. Players must assess the needs of their civilization both in the short term and the long term in order to succeed in the game. Some choices give immediate benefits, but may lead to future disaster. For instance constructing a coal plant will increase a city’s output, but will cause pollution which may lead to a dissatisfied and diseased population.

The students will receive summative and formative assessments. Their instructions are as follows:

1. Civics

In Civilization, the player can select between several different civics. Read about these in the Civiliopedia and list important terms. Each of these may benefit, and/or disadvantage your civilization. Which civics did you choose for your civilization? Why? How did your choices benefit or disadvantage your civilization? Imagine you were running a real country, would you have made the same choices? Draw parallels between the game and the actual events of history in the textbook.

2. Diplomacy

Which kinds of international agreements can one enter into in Civilization? Which factors decide how successfully you are able to conduct negotiations? Is the way diplomacy is represented in the game an accurate simulation of how diplomacy is conducted in the real world? Why, why not? Draw parallels between the game and the actual events of history in the textbook.

3. Power

Define the term power in international relations. How do states in Civilization exert power over each other? Relate this to the concepts of Charismatic/Ideological power, economic power and military power. Refer to real-world examples in your text.

---

          The Screenvideos are related to understanding the learning outcomes. In this task, students will use the WorldBuilder  function in Civilization to place resources, geographical features, units, cities etc. on the game map. They will then be using a screen recorder to demonstrate and comment on a recent or ongoing international conflict. Their instructions are as follows:

• Your presentation should discuss causes for this conflict arising as well as suggestions as to how this conflict could be resolved. You are expected to demonstrate understanding of the learning material and to utilize correct terminology in your presentations.

• Start your presentation by defining how you understand the term “conflict” for the purpose of this assignment.

• Screenvideo/Screenshots from Civilization gameplay should be used as an illustrative tool in your presentation.

• Duration: 7-10 minutes

• It will be up to you to decide which digital tools you will use to make your presentation, but if you require technical assistance some recommended tools could include iMovie, Camstudio, standard record function in Windows and Windows Moviemaker

• Recommended resources:you may select an ongoing conflict that you find interesting (subject to my approval)

List of Civics for Assessment (based on Civilization IV): Quiz (on Google Docs)

 

• In the Google document I have listed all the different civics that can be used in Civilization
• I have divided the class into pairs – Each pair will work with two terms. 
• Write a short description and be prepared to present a definition in your own words. The first sentence should provide a general definition of the term. The next 3-5 sentences should be an explanation of historical/cultural context and/or some facts related to the term.
• You are then going to be partnered with another pair/share partner where you will explain the meaning of the terms to each other. Bring a pen and paper, and take notes. Make sure you ask questions if you don´t understand the description 
• We will end the session with a quiz on the terms that you have been working with.

Civilization Log - Week 1 (etc.): on Google Docs

Table 1: Survey on Students’ Self-reported Experience with Civilization and Reacting

1. Were the two games (Civilization and Reacting to the Past) an advantage or disadvantage compared to “normal” classes?
Advantage
Disadvantage
Both

2. Did you learn more through the games?
Yes
No

3. Did you do more work for the game than you would have done otherwise?
Yes
No

4. Would you recommend friends take classes with Civilization and Reacting Games?
Yes
No
Depends

Table 2

Indicators of Student Engagement in Combined RTTP classes

Student Behavior
Asked Questions in class
1. More than 3Times
2. Never

2. Contributed to class discussions
Yes
No

3. Prepared more than one draft of a paper
Yes
No

4. Worked on a project that required using information from more than one source
Yes
No

5. Worked on a project that required using primary documents
Yes
No

6. Included conflicting perspectives in class discussions or writing assignments
Yes
No

7. Came to class without completing reading or assignments
Yes
No

8. Worked with other students on a project during class
Yes
No

9. Worked with other students on a project outside class
Yes
No

10. Stayed late or came early to discuss issues from class with classmates
Yes
No

11. Talked to the professor about class materials or assignments during class
Yes
No

Read more: http://blogsmithconsulting.blogspot.com/2014/10/week-2-assignment-2-httpscoursesedxorgc.html#ixzz3JAbIewrD

How Reacting to the Past Games "Made Me Want to Come to Class and Learn": An Assessment of the Reacting Pedagogy at EMU, 2007-2008
Authors: Mark D. Higbee
http://commons.emich.edu/sotl/vol2/iss1/4

Civilization in K-12, Norway
http://ngvcivilization.wordpress.com/

Part 2

(due to FERPA no personal information will be displayed)