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Interpreting and Reinterpreting Images

This modelling the tools is incorporated into critical challenges at grades 7, 8, 10 and 12, however, it can be adapted for use at all grade levels.

 
 

Assessment

Criteria for Evaluation
Students provide evidence of their learning as they:

Related Learner Outcomes
NOTE: The Modelling the Tools lessons can be used for a range of grade levels. Although this chart contains the learner outcomes for grades 7 and 8, there is considerable alignment of these outcomes in other grades such as Grade 9. Check the current program of studies for other grade-level outcomes.
  • synthesize information

7.S.1.1
  • determine the validity of information based on context, bias, source, objectivity, evidence and/or reliability to broaden understanding of a topic or issue

8.S.1.1
  • analyze the validity of information based on context, bias, source, objectivity, evidence and reliability to broaden understanding of a topic or issue

7.S.7.2
  • draw conclusions based upon research and evidence

8.S.7.3
  • draw conclusions based upon research and evidence

7.S.2.3
  • explain the historical contexts of key events of a given time period

 

8.S.2.3
  • analyze the historical contexts of key events of a given time period
  • develop balanced perspective

7.S.1.2
  • evaluate, critically, ideas, information and positions from multiple perspectives

 

8.S.1.2
  • critically evaluate ideas, information and positions from multiple perspectives
  • communicate information

7.S.8.1
  • communicate information in a clear, persuasive and engaging manner, through written and oral means

 

8.S.8.1
  • communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration
  • re-evaluate personal opinions

7.S.1.4
  • re-evaluate personal opinions to broaden understanding of a topic or an issue

 

8.S.1.4
  • re-evaluate personal opinions to broaden understanding of a topic or an issue

 

Assessment for Learning––Formative
Formative assessment provides opportunities for students to receive feedback to help improve their work. It is not included in report card grades and is used solely to assist students with improving their performance.

Evaluate the explicit interpretations.

Provide feedback on students' interpretation of the drawing's explicit message, as recorded in Deciphering Explicit Messages in Visual Images: W5 Questions (Lesson Material), using the Self-reflection or Peer-feedback Checklist for Deciphering Explicit Messages (Lesson Material).

Evaluate the implicit interpretations.

Provide feedback on students' interpretation of the drawing's implicit message, as recorded in Deciphering the Implicit Message (Lesson Material), using the Self-reflection or Peer-feedback Checklist for Deciphering the Implicit Message (Lesson Material).

Evaluate the balanced perspective.

Evaluate the student impressions.

  • Provide descriptive feedback to students on their response as they re-examined their initial impressions. Consider the depth of student responses and their ability to support their reasoning with specific examples and information.

Assessment of Learning––Summative
Summative assessment takes place after instruction and after students have had a chance to practise and receive feedback on their work. Summative assessment provides an opportunity for students to demonstrate what they know and can do. Marks from summative assessment tasks can be included in report card grades.

Evaluate the balanced perspective.

  • Evaluate students' ability to present a balanced perspective, using the rubric found in Presenting a Balanced Perspective (Lesson Material). According to this rubric, the task is evaluated on three criteria:
  • synthesizes information
  • develops a balanced perspective
  • communicates information.

 

Last updated: July 1, 2014 | (Revision History)
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