Economics.doc

Center for Performance Assessment”Unwrapped,” Standards-Based

Performance Assessment Template

Draft copyGrade Level: High School

Targeted Content Area(s): Economics

Authors: Dave Foutz

School, District, and State: Memorial HS, Elkhart Community Schools, Indiana

Phone and E-mail (Preferred, But Optional) [email protected]

Assessment Title: “Will the Real Merrill Lynch Please Stand Up”

Overview of Performance Assessment: (Summary of the assessment with a brief synopsis of each task)

Students are to develop the knowledge to use Yahoo Finance to analyze and evaluate the performance of various common stock issues. Students will be able of define and clarify the reasons for their selection of their various stock selections and communicate to other students the merits of their choices.

Task 1: Select 3 common stocks from each of eight market sectors.

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Task 2: Evaluate the performance of each of each common stock using the criteria on the worksheet/template provide.

Task 3 Create a model portfolio built from 8 to 10 common stocks.

Task 4 Develop a Power-point sales presentation for your portfolio in which you emphasize the strengths of your stocks and why other students/customers would choose to invest in you portfolio.

Full Text of Standard(s) and Indicators(s) in Targeted Content Area: Economics

E.1.11 FORMULATE a savings and financial investment plan for a future goal. E.2.13 EXPLAIN how financial markets, such as the stock market, channel funds from savers to investors.E.5.7 ANALYZE the impact of inflation on students’ economic decisions.E.6.3 EXPLAIN the role of banks and other financial institutions in the economy of the USAE.6.5 COMPARE AND CONTRAST credit, savings, and investment services available to the consumer from financial instituions. E.6.7 RESERACE and MONITOR financial investments, such as stocks, bonds, and mutual funds.E.6.8FORMULATE a credit plan for purchasing a major item comparing different interest rates.

Related Interdisciplinary Standard(s) and Indicators(s):

Mathematics: Students will use charts, graphs, use mathematical analysis to evaluate stock performance.Language Arts: Students will develop and write an informative and persuasive script support your power point presentation.Technology: Students will employ computer technology, use financial analytical services, and presentation technologies.

“Unwrapping” Content Standard(s)

Grade Level and Content Area: High School Economics

Standard(s) and Indicators by Number:

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Concepts: Need to Know About Investment Strategy

o Different interest rates

Skills: Be Able to Do

E.1.11

Formulate (savings or financial investment plan)E.2.13Explain (financial markets, stock market, channel funds)E.5.7Analyze (impact of inflation, economic decisions)E.6.3Explain (role of banks, financial institutions)E.6.5Compare and contrast (credit, savings, and investment services)E.6.7Formulate (credit plan)

Topics or Context: (What you will use to teach concepts and skills—particular unit, lessons, activities)

Identifying Big Ideas from Unwrapped Standard and Indicators

1. Saving and investment are sources of financial and personal security.

2. Equity investment is one source of important financial growth

3.

4.

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Essential Questions from Big Ideas to Guide Instruction and Assessment

1. How can I afford the life style I desire?

2. What is the best way to expand my income?

“Engaging Scenario” Planning

Include elements of an effective Engaging Scenario:

Presents students with a challenge Connects learning to real life – “Why do we need to learn this?” Conveys importance – “What does this mean to the student personally?” Acknowledges audience – “Can the student present

the completed task to others?”

Engaging Scenario (Full description):

You are security sales specialist at a major brokerage house and this is the 50th anniversary of the company.

The company is offering an all expenses paid vacation for 2 for a month in Australia. As an infant, your spouse’s family immigrated to the US from Australia and has never had an opportunity to return.

The competition is to create a new investment portfolio that will generate more new customers than any of your colleagues.

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Task 1 Planning Guide (“SQUARE” – Key Elements to Include in the Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?

Task 1: E.6.5 COMPARE AND CONTRAST credit, savings, and investment services available to the consumer from financial instituions

Task 2: E.6.7 RESERACE and MONITOR financial investments, such as stocks, bonds, and mutual funds.

Task 3: E.6.7 RESERACE and MONITOR financial investments, such as stocks, bonds, and mutual funds.

Task 4: E.6.5 COMPARE AND CONTRAST credit, savings, and investment services available to the consumer from financial instituions

Which Essential QUESTION Will This Task Address?

Task 1: What is the best way to expand my income?Task 2: What is the best way to expand my income?

Task 3: What is the best way to expand my income?Task 4: How can I afford the life style I desire?

Which UNWRAPPED Concepts and Skills Will This Task Develop?

Task 1: E.6.5 Financial institutionso Credit serviceso Savings serviceso Investment services

Task 2: E.6.7 Investments

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o Stockso Bondso Mutual funds

Task 3: E.6.7 Financial Investments

o Stockso Bondso Mutual funds

Task 4: E.6.5 Financial institutionso Credit serviceso Savings serviceso Investment services

What APPLICATION of Learning Will This Task Require? (What will the students actually do or produce in this task?)

Task 1: E.6.5 Compare and contrast (credit, savings, and investment services)

Task 2: E.6.7 Formulate (credit plan)Task 3: E.6.7 Formulate (credit plan)Task 4: E.6.5 Compare and contrast (credit, savings, and investment services)

What Instruction, Information, and RESOURCES (including Technology Connections and Related URLs) Will Students Need First?

Task 1: Students will review the Edward Jones quarterly customer stock analysis brochure. They will use this guide to categorize stock in appropriate sectors

Task 2: Students will employ Yahoo Financial on school and home computers, using charts, analysis predictions, performance charts to evaluate and compare stock performance.

Task 3: Students choose stocks and develop a asset allocation model for their portfolios.

Task 4: Students will evaluate the important attributes of their model portfolios and develop and produce a Power-point program emphasizing them.

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What Individual EVIDENCE of Learning Will This Task Provide? (How will you know by the work students produce what they have learned relative to this task?)

Task 1: Students will turn in lists of sectors and potential stocks.

Task 2 and 3: Students will fill and a worksheet covering specific analytical points for each stock.

Task 4: Evaluation of Power-point presentation.

Task 1 Complete Description (The Full Details of What Students Will Do in This Task)

Scoring Guide

Exemplary:

All Proficient Criteria Met PLUS:

Task 1

Select 25% or more stocks from other sources

Task 2

Submit additional analysis on selections

Task 4

Use of visuals, graphics, and special effects in Power-point

Proficient:

Task 1

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Select 3 stocks from each of the 8 market sectors

Task 2

o Provide all required data for each security selected on the hand-out form

Task 3

Develop and asset allocation formula delineating the percentage of each sector represented in the portfolio

Select specific stocks for inclusion each sector

Task 4

Develop power point

o Describe portfolio

o Rationale for allocation

o Potential return based on previous 1 year, 3 year, 5 year performance

Progressing:

Select less than 24, but at least 12 stocks

Research less than 16, but more than 8 stocks

Power-point substituted by written report.

Not Yet Meeting Standard(s) and Indicators(s):

Less than progress, task must be repeated

Peer Evaluation (Optional) _____

Self-Evaluation _____________

Teacher Evaluation __________

Comments__________________



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Task 2 – Scoring Guide

Exemplary:


Proficient:

10

Progressing:





Comments__________________





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12


Exemplary:


Proficient:

Progressing:

13





Comments__________________






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15


Exemplary:


Proficient:

Progressing:



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Comments__________________

Teacher Reflections at Conclusion of Performance Assessment:

1. What Worked? What Didn’t?

2. What Will I Do Differently Next Time?

3. What Student Work Samples Do I Have for Each Task? What Scoring Guide Examples of Proficiency Do I Have for Each Task?

4. What Field Notes Can I Provide for Other Teachers Who May Use This Performance Assessment?

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Bloom’s Taxonomy

Definitions

Verbs that express varying levels of understanding

Appropriate responses

1. Knowledge – Remembering facts

Verbs: Know, define, memorize, record, name, recognizeDescribe ________________________________.Who? What? Where? When? How?

2. Comprehension – Understanding the meaning

Verbs: Discuss, relate, clarify, explain,Retell in your own words ____________________.What is the main idea of ____________________?

3. Application – Using what you know in a new situation

Verbs: Translate, interpret, demonstrate, dramatize, practiceWhy is __________ significant?

4. Analysis – Examining specific parts of information

Verbs: Distinguish, analyze, differentiate, solve, examineClassify _______ according to ________________.Compare and contrast _____________ and _______________.

5. Synthesis – Combing ideas in a new way

Verbs: Compose, plan, propose, formulate, arrangeWhat could you predict from ______?What solutions would you suggest from _____________?

6. Evaluation – Developing opinions, judgments, or decisions

Verbs: Judge, appraise, evaluate, estimate, selectDo you agree with _____?Prioritize _________.What is the most important _______________?

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Performance Assessment Roles

Sample Roles for Students to Simulate

Advertising JournalistApplicant JudgeArchitect Jury MemberArtist LawyerAthlete MusicianAutobiographer NewscasterBiographer ParentBusiness Person PhotographerCampaign Worker PhotojournalistCartographer PlaywrightCartoonist PoetCharacter, Book/Movie Police OfficerChef ReporterCitizen ResearcherCoach Set DesignerCollector Software DeveloperConsumer Speech WriterConsumer Advocate Stock BrokerContractor StudentCurator TeacherDetective Textbook PublisherEditor Tour GuideEngineer Travel AgentExecutive TutorFamous PersonFarmerInventor

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Performance Assessment ProductsSample Products That Students May Make or Produce

Advertising CampaignAnthemAnthologiesAutobiographyBrochureBusiness LetterBusiness PlansCommittee Board MembersConsumer NewsletterDebateDesigns for ExperimentsDioramaEcosystemEulogyFableFashion ShowFilm ReviewFood CritiqueFriendly LetterGAME

GraphsHow-To DirectionsHyperStudioInventionsJournals Judge’s DecisionLab ReportLawyer’s ArgumentMapsObservation LogsPanel DiscussionPersonal NarrativePersuasive Letter

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ModelsMovie or short filmMuseum ExhibitNewspaperPrequelProposalPuppet ShowQuiltReaction PaperScrapbookSculptureShort StorySlide ShowSymphonyTall TalesTechnical Manual Travel JournalsWebsite

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