Overview

In this performance assessment, students will draw from informational text read/listened to/viewed in class and independently. They will analyze information about the pros and cons of a decision regarding a community issue (e.g., increasing the development of oil refineries, access to clean drinking water, environmental issues, funding for schools or services, health disparities, and inequities for different groups) including the impact on economics, environment, and health. The students will demonstrate the expectations of comprehension of text, research, writing an argumentative speech, and the presentation of an argument in an oral manner.

Based on their analysis of sources, students will identify whether the decision about a community issue is acceptable, whether specific expectations should be mandated before the decision goes into effect, or if the decision is unacceptable in any form. The students will demonstrate expectations of comprehension of informational text and writing an argumentative speech to the city council. Students will create a presentation and present their argumentative speech.

This performance assessment would come at the end of a unit in which students have had opportunities to learn and practice argumentation and persuasive techniques, including those that constitute an effective argument (claim, evidence, reasoning), and persuasive rhetorical techniques grounded in ethos, pathos, and logos.

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Details

Big Ideas & Competencies

Big Ideas Competencies

B. Reading Informational Text

Students can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts.

B1

Students can use evidence to support an analysis of the development of a key idea in a nonfiction text with scaffolding.

B3

Students can trace an argument, evaluating whether specific claims are supported by evidence.

C. Writing

Students can effectively communicate purpose to an intended audience through written language, using a variety of media.

C1

Students can write arguments to support a claim using clear reasoning and relevant evidence from credible sources.

D. Speaking and Listening

Students can listen effectively, present information appropriately to a variety of audiences, given the situation, and collaborate with peers.

D1

Students can present information in a logical order using speaking techniques like eye contact, adequate volume, clear pronunciation, and visuals to clarify information.

D2

Students can actively participate in collaborative discussions by coming prepared, following rules for discussion, asking, and responding to questions, paraphrasing, and reflection.

F. Style and Language

Students can apply conventions of grammar and use academic and domain-specific vocabulary.

F2

Students will use visuals when appropriate.

NOTE ABOUT ASSESSMENT RUBRICS

Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Focus/Organization
  • Partially addresses the expectations of the prompt.
  • Introduces a claim but parts of the essay shift and do not connect to the claim, or a claim is not clearly established.
  • Uses an unclear or ineffective body structure to organize or group the reasons, and/or evidence.
  • A basic conclusion which restates the claim or is a general summary of the information is used or the conclusion does not support the claim and/or reasons. 
No exemplars at this time.
  • Addresses the expectations of the prompt. 
  • Introduces and maintains the claim throughout the essay.
  • Uses a logical body structure to organize and group related reasons and evidence that support the claim.
  • Provides a concluding statement or section that follows from the claim and reasons. 
No exemplars at this time.
  • Fully and thoroughly addresses the expectations of the prompt.
  • Clearly establishes a credible claim and maintains the claim in a coherent and insightful manner throughout the essay.
  • Uses a coherent and sophisticated body structure to organize and group related ideas, reasons, evidence, and explanations that support the claim.
  • Provides a concluding statement or section that follows from and clearly supports the claim and reasons and summarizes key points in a fresh way. 
No exemplars at this time.

Development/Comprehension
  • Supports a claim with unfounded reasons and/or evidence or reasons and evidence are not related to the claim.
  • Provides a weak explanation of the evidence demonstrating minimal understanding of the topic or text(s). 
No exemplars at this time.
  • Supports a claim with clear reasons and relevant evidence from credible sources.
  • Provides an explanation of the evidence to demonstrate an understanding of the topic or texts.  
No exemplars at this time.
  • Supports a claim with clear reasons and relevant and precise evidence from accurate credible sources.
  • Provides a clear and insightful explanation of the evidence demonstrating a thorough understanding of the topic or texts. 
No exemplars at this time.

Style/Conventions
  • Uses generic vocabulary to identify and explain the topic and/or supporting information.
  • Uses basic or ineffective transitions to clarify the relationship between the claims and reasons.
  • Uses inconsistent grammar and conventions which detract from the quality of the essay.
  • Uses ineffective sentence structures creating an informal style and tone. 
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic.
  • Uses transitional words, phrases, and clauses to clarify the relationship among the claim and reasons.
  • Uses grade-appropriate grammar and conventions; errors are minor and do not interfere with meaning and readability.
  • Uses correct and varied sentence structures and precise vocabulary to establish a formal style and tone. 
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic, ideas, and concepts, and supporting information.
  • Uses sophisticated transitional words, phrases, and clauses to clarify the relationship among the claim, reasons, and evidence in a coherent manner
  • Uses advanced grammar and convention; errors are minor and do not impact the clarity and quality of the essay.
  • Uses advanced and varied sentence structures to establish a formal style and tone. 
No exemplars at this time.

Speaking/Listening Presentation
  • Presents information without a plan.
  • Uses visuals/multimedia inappropriately or does not include their use.
  • Uses an inappropriate style and/or techniques in an attempt to engage the audience.
  • Looks away from the audience when presenting.
  • Speech is incoherent, monotone, or inaudible.
  • Answers audience questions with inaccurate or inappropriate information or does not answer questions. 
No exemplars at this time.
  • Demonstrates a purpose and plan for introducing, developing, and concluding.
  • Uses visuals and/or multimedia message.
  • Uses an appropriate style and techniques to engage the audience.
  • Makes direct eye contact with the audience, while still returning to presentation notes.
  • Speaks with appropriate volume, pacing, and pronunciation.
  • Answers audience questions with information from the presentation. 
No exemplars at this time.
  • Demonstrates a clear and thoughtful plan for introducing, developing, and concluding important ideas or events.
  • Uses a combination of visuals and multimedia to reinforce important points and enhance the presentation.
  • Uses an appropriate style and engaging techniques throughout the presentation demonstrating creativity and flexibility.
  • Consistently makes direct eye contact with the audience, seldom referring to presentation notes.
  • Speaks with appropriate volume, pacing, pronunciation, and inflection to provide emphasis.
  • Appropriately answers audience questions providing additional information. 
No exemplars at this time.

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