Canadian and World Politics

Assessment & Evaluation of Student Achievement

Activities in this Course Profile suggest formative assessment, including diagnostic and summative evaluation strategies and tools. The course culminating activity is designed to be appropriate to the University level course requirements. The teacher should introduce the concept and the topic of a culminating activity at the beginning of the course. Acknowledge the fact that students require practice in order to gain competency in the many discrete skills involved in researching and writing a politics essay and presenting in role a point of view on an issue in international relations. The activities and performance tasks in this profile are examples of some strategies that teachers may use with their own classes. The following are some generic suggestions for using assessment and evaluation techniques in Politics courses:

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  Provide opportunities for student learning to improve by using formative assessment tools in each unit, e.g., visual organizers, practice quiz, self- and peer assessment of written work.
  
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  Model the skill for the students to master, e.g., formulating a thesis, note-taking, report writing.
  
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  Share with the students clearly developed criteria for their assessment and evaluation tools, e.g., checklists and rubrics. Developing these tools with students helps to clarify how and why they are being assessed or evaluated.
  
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  Use assessment tools that are appropriate for the expectations being addressed and that relate to the categories on the achievement charts.
  
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  Ensure that in performance tasks involving group work these tasks build in positive interdependence and individual accountability.
  
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  Provide rubrics that make it clear to students why they scored as they did and in teacher feedback, outline what steps they need to take to improve.
  
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  Match the assessment/evaluation strategy to the teaching/learning strategy.
  

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other methods of evaluation.

Accommodations

Every effort is made to assist all students in achieving success in their Politics course. Specific accommodations are recommended for each activity. Teachers should realize that if expectations are modified extensively, then the nature of the credit can be affected.

The teacher must become familiar with the Individual Education Plans (IEPs) for exceptional students to learn the specific learning strategies that are recommended for use with each student. As well, the proficiency levels outlined in The Ontario Curriculum, Grades 9 to 12, English as a Second Language and English Literacy Development, 1999 provide teachers and school administrators with a guide to receiving and accommodating these learners in the regular classroom.

There are a variety of strategies that can be used for those students with special needs. Students with specific learning impairments require specific modifications to meet their particular needs in terms of learning, communication, and expression strengths and weaknesses. Students with attention deficit and behavioural challenges need to have opportunities for active learning and interaction within a controlled environment. The variety of learning strategies and student performance tasks provide teachers with some guidance, but each exceptional student’s program may require appropriate adaptations based on recommendations included in the IEP. This course places a great deal of emphasis on reading. Some students might be challenged visually, and reading copies of documents in class and on the computer could be difficult. Teachers must make accommodations for these students, such as using larger font class handouts.

Technology can also be important in modifying activities and accommodating for special needs. For example, book marking of key Internet sites will help to maximize on-line time. There are many enrichment opportunities for gifted students who may explore the issues and personalities in greater depth or from different perspectives.

When planning for ESL students, teachers should recognize and reflect on all aspects of language development. The academic needs of the student who is an English-language learner can be met with a program and activities that encourage cognitive skill development through language skills development.

Teachers should select resources that relate to the ESL/ELD Curriculum Policy Document Strand’s expectations: Reading, Writing, Oral and Visual Communication and Social and Cultural Competence. Use a wide variety of print and illustrative materials. ESL/ELD students should be encouraged to use bilingual dictionaries, if necessary, and to use their first language to plan, organize, and write a first draft of either the written or performance product.

Courses should also display sensitivity to the diversity of cultural, ethnic, religious beliefs and customs, socio-economic levels, and family structures of newcomer. Subject content should be presented in ways that focus on its relevance to ESL/ELD students needs, be they communicative/language, acculturation, and day-to-day survival, social, physical, emotional, or cognitive.

Teachers cannot assume that all students have access to high-speed technology at home to search Internet sites for information. Access to the required technology may have to be arranged through the school library or computer lab, where available.

Resources

Print

Ballah, Judy. Insights: Understanding War, Exploring Fiction, Poetry, and Non-fiction. Toronto: Harcourt Brace & Company, 1995. ISBN 0-7747-0150-1

Bookbinder, Steve and Lynne Einleger. The Dictionary of the Global Economy. New York: Franklin Watts, 2001. ISBN 0-531-11975-0

Bryan, Shelly and Leitenberg. Global Issues: The Senior Issues Series. Toronto: McGraw-Hill Ryerson, 1993. ISBN 007551446X

Ciment, James, ed. Encyclopedia of Conflicts Since World War II. Vaughan: Sharpe Reference, 1999.

DeHaenens, Leen, ed. Images of Canadianness. Ottawa: University of Ottawa Press, 1998.

Derbyshire, Dennis and Ian Derbyshire. Encyclopedia of World Political Systems. Armonk Sharpe Reference, 2000. ISBN 0-7656-8025-4

English, John and Norman Hillmer, eds. Making a Difference: Canada’s Foreign Policy in a Changing World Order. Toronto: Lester Publishing, 1992. ISBN 1-895555-30-2

Gibbins, Roger and Loleen Youngman. Mindscapes: Political Ideologies Towards the 21st Century. Toronto: McGraw-Hill Ryerson, 1996.

Glenday, Dan and Ann Duffy. Canadian Society: Understanding and Surviving in the 1990s. Toronto: McClelland and Stewart, 1994. ISBN 0-7710-3359-1

Griffiths, Rudyard, ed. Great Questions of Canada. Toronto: Stoddart, 2000. ISBN 0-7737-6239-6

Hampson, Fen Osler and Maureen Appel Molot. Canada Among Nations. Don Mills: Oxford University Press, Annual, (2000 edition). ISBN 019541540X

Henderson, Ian. World Affairs: Defining Canada’s Role. 1900-2000. Don Mills: Oxford University Press, 1997. ISBN 0195412788

Koplin, Robert. Global Links: Connecting Canada. Don Mills: Oxford University Press, 1998.

Kostash, Myrna. The Next Canada. Toronto: McClelland and Stewart, 2000. ISBN 0-7710-4561-1

Lewis, James R. and Carl Skutsch. Human Rights Encyclopedia. Vaughan: Sharpe Reference, 2001.
ISBN 0-7656-8023-8

Pettigrew, Pierre S. The New Politics of Confidence. Toronto: Stoddart Publishing, 1999.

Pious, Richard M. Governments of the World. New York: Oxford University Press, 1998.

Saul, John Ralston. Reflections of a Siamese Twin: Canada at the End of the 20th Century. Toronto: Penguin Books, 1998. ISBN 0140259880

Stein, Janice. The Cult of Efficiency. Toronto: House of Anansi Press, 2001. ISBN 0887846688

Tucker, Michael J., R.B. Blake, and P.E. Bryden, eds. Canada and the New World Order: Facing the Millenium. Toronto: Irwin Publishing, 2000. ISBN 0772528276

Valaskakis, Kimon. Canada in the Nineties: Meltdown or Renaissance. Ottawa: World Media Institute, 1990. ISBN 0-921957-02-5

Whittington, Michael and Glen Williams, eds. Canadian Politics in the 21st Century. Scarborough: Nelson Thomson Learning, 2000. ISBN 0-17-616676-9

Videos

Websites

Canadian Centre for Foreign Policy Development – http://www.cfp-pec.gc.ca

Canadian Department of Foreign Affairs and International Trade
– www.infoexport.gc.ca/section4/missions

Canadian Institute for International Affairs – www.ciia.org/ciia.htm

Canadian Peacebuilding Coordinating Committee – www.cpcc.ottawa.on.ca

Centre for Social Justice – www.socialjustice.org

Greenpeace – http://www.greenpeacecanada.org

International Criminal Court – http:// www.un.org/icc

Human Rights Watch – http://www.hrw.org

Human Security Agenda – http:// www.dfait-maeci.gc.ca/foreignp/

Project Ploughshares – http://www.ploughshares.ca

Women in International Security – http://www.wiis.org/

World Alliance for Citizen Participation – www.civicus.org

World Trade Organization – www.canadians.org

The Canadian Centre for Policy Alternatives – www.policyalternatives.ca

The Canadian Council for International Co-Operation – fly.web.net/ccic

Centre for Social Justice – http://www.socialjustice.org/organization.html

Corporate Watch – http://www.corpwatch.org

The Council of Canadians – www.canadians.org

Maquila Solidarity Network – http://www.web.net/~msn/

National Anti-Poverty Organization – http://www.napo-onap.ca/

New Internationalist Magazine - For teachers and students of global issues
– http://www.oneworld.org/ni/teaching/teachpage.htm

Oxfam’s Cool Planet for Teachers – http://www.oxfam.org.uk/coolplanet/teachers/

Ten Days for Global Justice – www.web.net/~tendays

The Third World Network – www.twnside.org.sg.

United for a Fair Economy – http://www.ufenet.org/

Print Resources

This comprehensive toolbox includes Issue Sheets, Tools for Learning, and Resource Tools which will help any educator engage students on issues of Labour, Globalization, Free Trade, Workers’ Rights, and Global Solidarity. The package includes ready made lesson plans and handout.

Videos

“We’re the Boss!” 29 minutes. (1989, NFB)

OSS Policy Applications

This course also gives consideration to integrating technology across the curriculum (e.g., use of Internet in research), aiding students with special needs (accommodations, when necessary), using the community as a resource (visits from university faculty representatives), and using the library/resource centre. Teachers should also integrate the values of anti-discrimination, respect, and violence prevention into the course of study.