Select to Open Search
Back to Sample Assessment Tasks & Questions

Recreation Center Task

Create website content to promote a teen recreation center.

In the Recreation Center task, Smith's Fruit Juice - a local company - has offered to build a new recreation center for the town's teenagers. Since some business owners are opposed to the idea, students volunteer to create content for a website promoting the benefits of building the recreation center.

Content Area: Information and Communication Technology
Practice: Communicating and Collaborating
Learn about content areas and practices
Task Time: 19 minutes
Assessment Year Used: 2014
Take This Task

When communicating using multimedia, students were able to identify relevant design elements for presenting an idea, but were less able to organize design elements and provide constructive feedback.

24%
of students could select and organize podcast audio clips to communicate a convincing message.
72%
of students correctly chose facts to effectively convey a message delivered by video.
41%
of students were able to provide constructive feedback to a collaborator.
Explore task details by selecting a step below
Step 1
Choosing a Podcast Idea
Select the most convincing podcast theme.
Show

87% of students were able to identify an idea for the podcast that best supported the intended message about recreation centers.

What Students Did

In the first part of the task, students record a podcast to convince opponents of the recreation center that building it is a good idea. They must select an idea for the podcast that best supports their message and is appropriate for the target audience.

Skills Measured

  • Tempering communication with a knowledge of the audience and the communicative purpose.

Student Performance

87% Correct
Correct podcast idea selected
13% Incorrect
Incorrect podcast idea selected

Related Experience from Student Survey

54% of Students
reported using a computer or other digital technology to create a presentation, as part of their school work, at least once a month.
Step 2
Selecting a Podcast Introduction
Create an introduction to podcast interview.
Show

24% of students correctly selected and organized audio clips in a way that supports the intended message.

What Students Did

Students need to create an introduction to the podcast interview. They listen to six audio clips and must select the three clips that together form the best introduction. The clips must be placed in the proper order.

Skills Measured

  • Creating presentations, visualizations, and other products that support their communicative purpose, adhering to appropriate visual conventions, and acknowledging sources of data and ideas.

Student Performance

24% Complete
Three correct clips and correct order: C-E-D or E-C-D
54% Partial
Three correct clips but not placed in the correct order or two correct clips selected
21% Unsatisfactory
Any other selection or arrangement

Related Experience from Student Survey

50% of Students
reported using a computer or other digital technology to create, edit, or organize digital media, as part of their school work, at least once a month.
Step 3
Attracting Podcast Listeners
Select an attention-grabbing quote.
Show

69% of students chose an interview quote that would most likely encourage people to listen to the podcast.

What Students Did

Students are informed that they need to attract listeners to the podcast by including a quotation from the interview on the recreation center website. To accomplish this, students must choose a quotation that would most likely encourage people to listen.

Skills Measured

  • Tempering communicative content with a knowledge of the audience and the communicative purpose.

Student Performance

69% Correct
Correct quote selected
31% Incorrect
Incorrect quote selected

Related Experience from Student Survey

61% of Students
reported learning how to judge the reliability of sources, as part of their school work, at least sometimes.
Step 4
Planning the Video
Complete the storyboard.
Show

88% of students selected the storyboard image that best supported the video’s purpose. 72% of students correctly chose statements that supported the video’s message about the benefits of recreation centers.

What Students Did

In this part of the task, students help create a video for the recreation center website to convince local business leaders to support the recreation center. Students first create a storyboard of the video. They need to select a picture and statements about recreation centers to include in the storyboard.

Skills Measured

  • Tempering communicative content with a knowledge of the audience and the communicative purpose.

Student Performance

Storyboard image selection

88% Correct
Correct image is selected
12% Incorrect
Incorrect image is selected
 

Storyboard statement selection

72% Complete
Both key facts identified
28% Unsatisfactory
One or no key facts identified

Related Experience from Student Survey

62% of Students
reported using a computer or other digital technology to create, edit, or organize digital media, outside of their school work, at least a few times a year.
Step 5
Picking Background Music
Select appropriate background music for video.
Show

69% of students selected video background music that was most appropriate for the intended message and target audience.

What Students Did

In this section, students are shown several statements to be included as text in the video. The students need to select background music to be played along with the statements. The music should be appropriate for the message and the target audience of local businesspeople.

Skills Measured

  • Tempering communicative content with a knowledge of the audience and the communicative purpose.

Student Performance

69% Correct
Correct background music selected
31% Incorrect
Incorrect background music selected

Related Experience from Student Survey

55% of Students
reported using a computer or other digital technology to create a presentation, outside of their school work, at least a few times a year.
Step 6
Evaluating the Video
Review a video created by peer and provide feedback.
Show

41% of all students could provide constructive and balanced feedback about a video created by a peer.

What Students Did

Students review a recreation center video created by a peer who has asked for feedback. The students need to provide constructive feedback in an email to the peer. The feedback needs to include things that are good about the video as well as parts that could be improved.

Skills Measured

  • Recognizing various forms of collaboration and supporting forms of collaborative technologies.
  • Functioning effectively as part of a team, such as by providing constructive feedback to team members.

Student Performance

41% Complete
Provides three comments for improving the video and at least one positive comment
23% Essential
Provides two comments for improving the video and at least one positive comment
25% Partial
Provides one comment for improving the video
11% Unsatisfactory
Provides no comments related to specific video content

Related Experience from Student Survey

45% of Students
reported they would definitely be able to create presentations with sound, pictures, or video.
A Closer Look: Students' Abilities to Use Digital Technology to Communicate and Collaborate Effectively
Twenty-eight percent of students correctly chose the key facts to communicate in a video, selected background music appropriate for the video’s message and the intended audience, and provided constructive feedback to a peer on their work.
Show

Follow the left-most series of blue disks.

Task Step 4 (Question 5): Choosing key facts to effectively communicate ideas via video.

72% of students correctly chose key facts to include in a video communicating the benefits of recreation centers.

Task Step 5 (Question 6): Selecting background music appropriate for the video’s message and the intended audience.

53% of students correctly chose the key facts and selected the background music appropriate for the video and its intended audience.

Task Step 6 (Question 7): Effectively collaborate by providing constructive feedback to a peer on their video presentation.

28% of students correctly chose the key facts, selected the appropriate background music, and provided constructive feedback to a peer.

Chart with 2 disks. On left: disk indicating 72% correct. On right: disk indicating 28% unsatisfactory.
Chart with 4 disks. From left to right: Blue disk indicating 53% correct, disk indicating 19% incorrect, disk indicating 16% correct, disk indicating 12% incorrect.
Chart with 8 disks. From left to right: Blue disk indicating 28% correct, disk indicating 25% partially correct,/unsatisfactory, disk indicating 8% correct, disk indicating 11% partially correct/unsatisfactory, disk indicating 4% correct, disk indicating 12% partially correct/unsatisfactory, disk indicating 1% correct, disk indicating 11% partially correct/unsatisfactory.
Take This Task

You can experience this task just as students did to understand how they applied their TEL knowledge and skills to real-world problem-solving scenarios. Select the play button below to start the task. After completing the task you can see your results alongside those of students. Note that the interactive tasks require that your browser support WebGL technology. Please visit get.webgl.org for more information.

Play Task
Show Notes and Sources
Download Data TablesCustomize Data Tables

Data

Quick View

Download data tables summarizing:

  • participation rates
  • inclusion rates and other information about students with disabilities (SD) and English language learners (ELL)
  • scale score and NAEP achievement-level results by select characteristics
Excel (.xlsx)
PDF (.pdf)
Related Links
About The Nation's Report CardAbout the National Assessment of Educational Progress (NAEP)ContactsFAQsGlossary