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					                   Center for Performance Assessment
                      Unwrapped, Standards-Based
                    Performance Assessment Template




Grade Level: 11 &12



Targeted Content Area(s):

      Finance and Business/Business Financial Management

       Financial Planning/Personal Finance



Authors: Steve Wolfe, Patty Garfield, Alyson Edge, and Claudine Bell, and
the Dale Hunzeker



School, District, and State: Burbank and John Burroughs High Schools,
Burbank Unified School District, CA



Phone and E-mail (Preferred, But Optional):

edge.Alyison@burbankusd.org
Garfield.patricia@burbankusd.org
cbell@admin.burbank.k12.ca.us
hunzeker.dale@burbankusd.org
s_wolfe@earthlink.net

Assessment Title: Credit is Your Friend!!

Overview of Performance Assessment: (Summary of the assessment with a
brief synopsis of each task)
Task 1 Create credit wheel and spreadsheet and write credit description.
(Analyze, Differentiate)

Task 2 Analyze and interpret a credit card statement.
Task 3 Develop a poor and an excellent credit card mailer offering in
Microsoft Publisher.
Task 4 Interpret, synthesize, and reconstruct the flow of the credit
transaction cycle.


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

                   Business Financial Management Pathway

Standards:

C2.0 Students know how to analyze and interpret financial data.

      C2.1 Use basic concepts of financial analysis to interpret financial
            statements.

      C2.2 Analyze and interpret financial statements to compare risk and
      return.

      C2.5 Determine creditworthiness on the basis of appropriate criteria
      and identify alternative sources of credit.


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

1.1 Mathematics:

Specific applications of number sense (grade seven)

      (1.6) Calculate the percentage of increases and decreases of a
               quantity.
      (1.7) Solve problems that involve discounts, markups, commissions, and
               profit and compute simple and compound interest.
Specific applications of mathematical reasoning (grade seven)
      (1.1) Analyze problems by identifying relationships, distinguishing
               relevant from irrelevant information, identifying missing
               information, sequencing and prioritizing information, and
               observing patterns.
      (2.5) Use a variety of methods, such as words, numbers, sy mbols,
              charts, graphs, tables, diagrams, and models, to explain
              mathematical reasoning.
      Specific applications of Algebra I (grades eight through twelve)
      (1.1) Students use properties of numbers to demonstrate whether
               assertions are true or false.
      (25.1) Students use properties of numbers to construct simple, valid
               arguments (direct and indirect) for, or formulate
               counterexamples to, claimed assertions.

2.0 Communications

Students understand the principles of effective oral, written, and
multimedia communication in a variety of formats and contexts:
2.1 Reading:

Specific applications of English–language arts (grades nine and ten)
      (2.3) Generate relevant questions about readings on issues that can be
               researched.
      (2.6) Demonstrate use of sophisticated learning tools by following
              technical directions (e.g., those found with graphic
              calculators and specialized software programs and in access
              guides to World Wide Web sites on the Internet).
Specific applications of English–language arts (grades eleven and twelve)

      (2.3) Verify and clarify facts presented in other types of expository
               texts by using a variety of consumer, workplace, and public
               documents.
2.2 Writing:

      Specific applications of English–language arts (grades nine and ten)
      (1.8) Design and publish documents by using advanced publishing
               software and graphic programs.
      (2.5) Write business letters:
               a. Provide clear and purposeful information and address the
                   intended audience appropriately.
               b. Use appropriate vocabulary, tone, and style to take into
                   account the nature of the relationship with, and the
                   knowledge and interests of, the recipients.
               c. Highlight central ideas or images.
               d. Follow a conventional style with page formats, fonts, and
                   spacing that contribute to the documents’ readability and
                   impact.
2.3 Written and Oral English Language Conventions:

Specific applications of English–language arts (grades nine and ten)

      (1.3) Demonstrate an understanding of proper English usage and
               control of grammar, paragraph and sentence structure,
               diction, and syntax.
      (1.4) Produce legible work that shows accurate spelling and correct
               use of the conventions of punctuation and capitalization.
                       ―Unwrapping‖ Content Standard(s)

Grade Level and Content Area: 11 & 12, Business Financial Management
Pathway



Standard(s) and Indicators by Number: C2.0, C2.1, C2.2, and C2.5

Concepts: Need to Know About (noun)

   1.   financial data
   2.   financial analysis
   3.   financial statements
   4.   risk and return
   5.   creditworthiness (2.5)
   6.   appropriate criteria (2.5
   7.   alternative sources of credit (2.5)


Skills: Be Able to Do (applied skills—verb)

   1.   know—define, compare, evaluate
   2.   analyze
   3.   interpret
   4.   use
   5.   compare
   6.   understand—appraise, describe, relate
   7.   determine
   8.   identify


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.     Credit is getting something of monetary value now and paying for it
later.

2.    My financial decisions will affect my future credit score and
establishing good credit can help you to establish wealth.

3.    A credit profile is established by opening a line of credit and making
regular on-time payments to a creditor.

4.    A credit score is a complete cumulative summary of every financial
      obligation you have ever encountered.


                   Essential Questions from Big Ideas to
                     Guide Instruction and Assessment

1.    What is credit?

2.    Why is having good credit important?

3.    How do you establish a credit profile?

4.    How is your credit score determined?

                        ―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):

Dale, Steve, and ―the Edge‖ walk into a BMW dealership.

Dale is looking to pay cash for his vehicle and his credit score of 685. Dale
has a 10-year credit history and has had one 30-day late payment. His total
available credit $75,000 and he has used $68,000 of his total credit.

Steve has a credit score of 515. He as had numerous 30, 60, and 90-day late
payments to his credit cards and auto loans. When he received billing
statements he would disregard the payment request if he did not have
enough money to make a pay ment. He had a medical bill for minor dentistry
and never paid the bill. The dentist sent Steve to a collection agency which
is now on his credit profile.

Alyson has a credit with a score of 815. She never had a late payment. She
has $130,000 in available credit and has used $2,000. She pays her credit
cards in full each month.

Each customer is looking to buy a fully loaded 2007 ―7‖ series BMW. You are
the credit consultant who will meet with each potential buyer and analyze
their options with their respective credit scores in mind. Use the simple loan
calculator on the timevalue.com website to evaluate each buyers profile.



Situation: Students will compare and contrast purchasing an automobile with
differing credit scores. Students will fill in the attached spreadsheet to
analyze each buyer’s creditworthiness. Students will then write a paragraph
determining which buyer they would rather be and why. Students will then
make recommendations to each buyer as to how they would improve their
credit score.

Challenge: Students must work together to detail the car buying process as
related to credit worthiness.
Role of Student: Students will evaluate the credit history of 3 individuals
and how it affects the car buying process as a credit consultant.
Audience: Finance Manager at Shelly BMW
Product: Excel document that captures the 3 different consumer profiles
using financial calculating software from timevalue.com.
Task 1 Planning Guide (―SQUARE‖ – Key Elements to Include in the Design of
a Standards-Based Performance Task)

Task 1 Create credit wheel and spreadsheet and write credit description.
(Analyze, Differentiate)

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

C2.0 Students know how to analyze and interpret financial data.



      C2.5 Determine creditworthiness on the basis of appropriate criteria
and
                identify alternative sources of credit.

Which Essential QUESTION Will This Task Address?

      What is credit and why is it important?

Which UNWRAPPED Content Knowledge and Skills Will This Task Develop?

      Skills:         Know, Analyze, Interpret, Identify

      Concepts:   Creditworthiness, Appropriate Criteria, Alternative
      Sources of Credit



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

      1.   Discussion
      2.   Define key concepts (credit wheel)
      3.   List components that determine credit rating
      4.   Populate spreadsheet
      5.   List how each of the components relates to a fictitious summary
           based on the credit wheel.
What Instruction, Information, and RESOURCES (including Technology
Connections and Related URLs) Will Students Need First?


      1.   Spreadsheet
      2.   Summary Handout
      3.   Computer with Microsoft Excel and Word
      4.   Guided instruction notes


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

      1. Printed spreadsheet
      2. Printed analysis of fictitious summary
Task 1 Complete Description (The Full Details of What Students Will Do in
This Task)

       Students will begin with the discussion question of what is credit and
why is it important? Teacher will lead a discussion covering the basic
elements of credit and its importance. Teacher will then give a guided
instruction lecture and the key concepts focusing on the credit wheel and
what determines a credit score. Students will then apply the learned
material by creating a spreadsheet and a chart within the spreadsheet
identifying the major components of what affects credit. Once the
spreadsheet is completed students will read and evaluate a fictitious
scenario and determine how this persons credit will be affected based on
the credit wheel. Students will then print their credit wheel and summary
evaluation to be graded.


Task 1 – Scoring Guide

Exemplary:

     All Proficient Criteria Met PLUS:
                          90% or higher for spreadsheet answers
                         Credit wheel and pie chart include format borders
                     and coloring and all labels.
                    Analysis includes all 3 buyers and has at least 2
                     recommendations per buyer to improve their credit
                     score.
                    Advanced vocabulary and sentence structure with no
                     spelling errors in the final copy.
Proficient:

                         80-89% correct for spreadsheet answers.
                        Credit wheel spreadsheet and pie chart are labeled
                     correctly with the correct percentages.
                    Analysis includes all 3 buyers and has at least 1
                     recommendation per buyer to improve there credit
                     score.
                    There are no spelling, punctuation, capitalization, or
                     grammatical errors in the final copy.



Progressing:

                   70-79% of the spreadsheet scores are accurate.
                    Credit wheel is complete but missing labels.
                    Analysis includes 2 of the potential buyers and has at
                     least 1 recommendation per buyer.
                    Some spelling and grammar errors in final copy.
Not Yet Meeting Standard(s) and Indicators(s):

                    69% or lower for the spreadsheet answers
                    Credit wheel is incomplete
                    Analysis includes only 1 buyer.
                      numerous spelling and grammar errors throughout the
                   final copy
            Task 2 Planning Guide (―SQUARE‖ – Key Elements to
                 Include in the Design of a Standards-Based
                 Performance Task)
Task 2 Analyze and interpret a credit card statement.

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

C2.0 Students know how to analyze and interpret financial data.



      C2.5 Determine creditworthiness on the basis of appropriate criteria
and
            identify alternative sources of credit.



Which Essential QUESTION Will This Task Address?

      How do you establish a credit profile?

      How is your credit score determined?

Which UNWRAPPED Content Knowledge and Skills Will This Task Develop?

      Skills: Know, Analyze Interpret, Identify

      Concepts: Creditworthiness, Apropriate Criteria, Alternative Sources
      of Credit

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

      1. Teacher passes out 3 credit card statement to students.
      2. Students will read and analyze two actual credit card statements
         that increase in complexity and content with the teacher.
      3. Students will work in groups of four to analyze a third statement
         and answer 10 questions the teacher has created pertaining to the
         statement.
What Instruction, Information, and RESOURCES (including Technology
Connections and Related URLs) Will Students Need First?

          1. Credit card statement handouts. (Overheads for teacher)
          2. Computer with Microsoft Word
          3. Guided instruction notes




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

              1. Completed questions from the handouts

Task 2 Complete Description (The Full Details of What Students Will Do in
This Task)

       Teacher will distribute 3 credit card statements to be reviewed by
the teacher. The teacher will review the first 2 statements and point out
relevant information regarding the statement. Students will then break off
into groups of 4 to complete 10 questions related to the third credit card
statement.

Task 2 – Scoring Guide

Exemplary:

    All Proficient Criteria Met PLUS:
             90-100% on questions
             All 4 group members participate in the activity
             Advanced vocabulary and no grammar mistakes in completed
              assignment.



Proficient:

             80-89% on questions
              3 out 4 group members participate in the activity
              No Grammar mistakes in completed assignment.



Progressing:

              70-79% on questions
              2 out 4 group members participate in the activity
              a few minor Grammar mistakes in completed assignment.


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

              60-69% on questions
              1 out 4 group members participate in the activity
              multiple grammar mistakes in completed assignment.
Task 3 Planning Guide (―SQUARE‖ – Key Elements to Include in the Design of
                   a Standards-Based Performance Task)

Task 3 Develop a poor and an excellent credit card mailer offering in
Microsoft Publisher.

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

C2.1 Use basic concepts of financial analysis to interpret financial
            statements.

      C2.2 Analyze and interpret financial statements to compare risk and
      return.

Which Essential QUESTION Will This Task Address?

      How do you establish a credit profile?

      How is your credit score determined?

Which UNWRAPPED Content Knowledge and Skills Will This Task Develop?

      Concepts:
      financial statements
      creditworthiness (2.5)
      appropriate criteria (2.5
      alternative sources of credit (2.5

   Skills:
   know—define, compare, evaluate
   analyze
   interpret
   use
   compare
   understand—appraise, describe, relate
   determine
   identify
   What APPLICATION of Learning Will This Task Require? (What will the
   students actually do or produce in this task?)

   Students will analyze 4 credit card mail offers and complete a chart to
   demonstrate their understanding of relevant terms. Students will make a
   recommendation for selecting the best offer and provide justification.
   Students will then design and create their own credit card mailing using
   Microsoft Publisher or PowerPoint.




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

            1. Credit card offer/application handouts (overheads for
               teacher)
            2. Credit card comparison chart.
            3. Computer, Microsoft Publisher and PowerPoint software,
               printer




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

   1. Completed handouts
   2. Credit card offer document

Task 3 Complete Description (The Full Details of What Students Will Do in
This Task)

Students will complete credit card comparison chart as teacher leads
discussion about offers. Students will then log on to computers and search
the Web for 2 additional offers and complete comparison chart. Students
will then select one of the cards and explain the reasons for their choice.
Students will design and create their own credit card offer using concepts
learned. Students will create a letter highlighting the benefits of their card
followed by a terms and conditions page that gives details of the card.


    Task 3 – Scoring Guide
Exemplary:

    All Proficient Criteria Met PLUS:
                      90-100% on questions
                      Use of 2 picture graphics and 2 pieces of clip art
               Advanced vocabulary and no grammar mistakes in completed
               assignment.




Proficient:

               80-89% on questions
                      No Grammar mistakes in completed assignment.
                      Use of 1 graphic and 2 clip arts



Progressing:

               70-79% on questions
                      A few minor Grammar mistakes in completed
                       assignment.
                      Use of 1 graphic and 1 clip art


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

               60-69% on questions
                      Multiple grammar mistakes in completed assignment.
                     No use of graphics or clip art


Peer Evaluation (Optional) N/A

Self-Evaluation N/A

Teacher Evaluation See rubric

Comments No
Task 4 Planning Guide (―SQUARE‖ – Key Elements to Include in the Design of
a Standards-Based Performance Task)


Task 4 Interpret, synthesize, and reconstruct the flow of the credit
transaction cycle.

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

C2.0 Students know how to analyze and interpret financial data.

      C2.1 Use basic concepts of financial analysis to interpret financial
            statements.


Which Essential QUESTION Will This Task Address?

      What is credit?

      How is your credit score determined?



Which UNWRAPPED Content Knowledge and Skills Will This Task Develop?

      Concepts:
      financial statements
      creditworthiness (2.5)
      appropriate criteria (2.5
      alternative sources of credit (2.5

   Skills:
   know—define, compare, evaluate
   analyze
   interpret
   use
   compare
   understand—appraise, describe, relate
   determine
   identify
   What APPLICATION of Learning Will This Task Require? (What will the
   students actually do or produce in this task?)

   1. Students will discuss the flow of the credit cycle with the teacher.
   2. Students will follow and take notes during the guided instruction of
      the credit cycle
   3. Students will construct a flow chart in Microsoft Word mapping the
      credit transaction
   process.




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

             1. Computer with Microsoft Word


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?)

   1. Students will complete a Word document documenting the credit
   transition cycle.


Task 4 Complete Description (The Full Details of What Students Will Do in
This Task)

Students will answer the question ―What happens when you swipe a credit
card?‖ Students will then take notes an the credit cycle. The teacher will
then ask for the class to fill in the pieces of the credit cycle in a guided
instruction format. The teacher will leave the entire credit cycle on the
white board. Students will then need to re-create the whiteboard
illustration onto a Word document.

Task 4 – Scoring Guide

      Exemplary:

    All Proficient Criteria Met PLUS:

                    The students Microsoft word document looks
                     exactly like the whiteboard drawing.
    Proficient:
            Students Microsoft Word document has 1-3 items that are
      different from the whiteboard.



Progressing:

            Students Microsoft Word document has 4-6 items that are
      different from the whiteboard.


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

             Students Microsoft Word document has 7 or more items that
      are different from the whiteboard.

				
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