Cooperative Education Course

 

Rich Task Template

 

Related Course                                           Code:

 

Evaluation: 

TIPS: Indicate if the evaluation task is part of the 70% of the final mark, part of the 30% of the final mark or is part of both the 70% and the 30%.

 

Context: (Relevance/Purpose)

  • When writing this rich task, write to the student.
  • Orient the task in relationship to the related course.
  • Address why the student is being asked to do the task- its relationship to their current learning.
  • Define what is being expected of the student. Include the following sentence:

You will use the knowledge and skills that you acquired in your (NAME THE RELATED COURSE) and your cooperative education placement component to (state what the student will do in relationship to the expectations of the related course and/or the cooperative education course expectations).

 

 

Content:

  • List the overall and specific expectations that are related to the rich task.
  • Remember that the rich task describes the strategies that are being used to gather evidence of student achievement of these overall expectations. The results will be used to determine the final grade.
  • As you select the overall and related specific expectations, consider their connection to the competency categories of the achievement chart. Is it your intention to gather evidence of proficiency in all or some of the categories? Remember that there is not necessarily a “one-to-one” correlation between an overall expectation and a category of the achievement chart. You may wish to consider “parsing” the overall expectations for knowledge, thinking and inquiry, communication and application competencies.

 

 

Evaluation Strategies and Scoring Tools:

 

·         Identify the strategies and the related scoring tools that will be used.

·         Identify what learning (evidence of proficiency) will be evaluated by this strategy.

·         The strategies that you choose provide evidence of student achievement in some or all of the categories of the achievement chart. Identify those categories.

 

 

Teacher Notes:

 

As you develop your task, please note what a teacher needs to take into consideration to ensure that the student is well prepared to complete the task successfully, e.g., safety, permissions, support. Include information and suggestions specific to the task rather than general statements regarding methodology.

 

 

 

 

Task:

 

·         Write the task for the student.

·         Describe clearly what the student will need to do and complete.

  • Capture the students’ interest.

·         Identify the design criteria… format of the product, process or performance, level of detail, length, appearance.

 

 

 

 

Student Notes:

 

·         Identify, in some detail, what the student should consider to help them complete the task(s).

·         Include both process and content suggestions to support the process for completing the task.