Assessment

Assessment of our study of //The Lost Honor of Katharina Blum// will trace your development through each stage of the inquiry process, as outlined below. Most assessment materials are either for self-assessment, to keep you on track; some assessment materials will be used to grade your work.

>> >> *The evening of Monday, September 13 has been reserved for a session on how to retrieve and evaluate web resources, as well as a general introduction to the course. You and your parents are welcome to attend. >> >>
 * **Reflecting on the process** - runs throughout the entire unit of study, and is facilitated through Discussion Forum conversations (required) and learning journal/reading journal blog entries (optional). You will receive a total participation mark out of 20, based on this rubric from the [|//Senior High School English Language Arts Guide to Implementation//][[file:Learning Journal Rubric.pdf]] Looking for a place to track how you pause and reflect as you read? Try this little [|support sheet], for your own use, or to provide you with an outline for the optional postings to your blog.
 * **Planning** - this [|planning sheet from the Focus on Inquiry document - Go to Appendix H. Inquiry Research Project: Questions to Be Answered, p. 98]can help you significantly:
 * Use this tool to narrow down your approach to the Post-World-War II topic.
 * Use this tool to scope out your response to the topic focusing on narrative and the writer's craft
 * Use this tool to plan, reframe and synthesize your note-taking on the **Theme** Google Docs page.
 * **Retrieving** - this [|process sheet from the Focus on Inquiry document - Go to Appendix K. Determining the Reliability and Relevance of Resources, p. 101]can help you determine the usefulness of a resource that you find on the web, in our [|Diigo list], in a database, in the library, or in person. You will practice retrieving when
 * preparing for your informal Post-World-War II-Europe discussion
 * exploring themes and other literary interpretations when building your theme Google Doc
 * developing your final presentation
 * **Processing** - this excellent [|process sheet from the Focus on Inquiry document - Go to Appendix M. Clarify and Refocus, p. 103]can help you gauge whether your research is progressing in the best direction, and, if need appears, help you get research back on track. This will be especially useful when working on your Google Doc and final presentation that stems from that. Unlike in the earlier research sections of this unit, in your final presentation, you need to spend time reviewing and clarifying your work, so that your final submission is fully refined, ready for publication online.
 * **Creating -** there are six main products created in this unit, each demonstrating your evolving sense of inquiry and use of higher-level thinking skills:
 * 1) the reading quiz (20 marks) - Monday, September 20 (developing background knowledge from a single source)
 * 2) the informal Post-World-War II-Europe Discussion Forum comments - (10 marks Discussion Forum) - due Friday, September 17 (developing background knowledge from retrieving information from several kinds of sources)
 * 3) the informal contributions you make to the Discussion Forum (compulsory) and blog (optional), relating to identifying emerging ideas (motifs, themes) to trace through the reading of the novel - (10 marks) - due September 28 (co-construction of knowledge - analysis and emergent synthesis of ideas)
 * 4) the formal graphic response focused on narrative techniques and story-telling - (10 marks) - due Friday, October 1 (depiction of learning through media representation)
 * 5) the Google Doc group compilation and synthesis of themes and motifs in the novel - (20 marks) - due Wednesday, October 6 (co-construction of knowledge; synthesis of ideas gleaned from primary and secondary sources, about the novel and its context)
 * 6) the final presentation, which pulls everything together - (30 marks - 15 content, 15 presentation) - due Monday, October 18 (creative and/or critical response to literature that explores ideas from "around" and "within" the novel.
 * **//When constructing your responses, please dip into as many resources as you can to substantiate your ideas and help each other build a good presentation. As you run across good resources, add them to our [|Diigo group links]. We will then all benefit from the work of everyone.//**
 * **Evaluating** - the mark will be determined as outlined above. Students will share work created with the wider educational community togenerate feedback and inputs regarding next steps in terms of becoming better prepared for the World Lit papers. - Monday, October 18. This short question sheet challenges students to reflect on their presentations within the broader context of those created by their peers. Its final question says it all, "What other questions linger?" See [| Focus on Inquiry document - Go to Appendix R. Reflecting on the Inquiry and Presentation, p. 108]

Remember to keep track of the assignment due dates. Refer to the Course Calendar for a quick overview of what is due at what time.