Overview

In this performance assessment ​students will apply their knowledge of how individuals, ideas, and events influence society by researching and writing about their findings. ​Students will be asked to use a project choice board to select a topic and the format for a product. 

Specifically, they will choose from researching a historical/current person or a historical/ current event and then create a brochure, commercial script, newspaper article, or essay detailing the impact that the person/event has had on society. Through their research, students will ​analyze and make connections about the impact of the historical/current event or person. Then, they will use their writing skills to demonstrate their new thinking and learning​. 

Students can create the final writing product in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, or paper and colored pens/pencils/ markers.

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Details

Big Ideas & Competencies

Big Ideas Competencies

C. Writing

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

C2

Students can write informational texts using facts, definitions, details, quotations, and examples to examine a topic.

E. Research and Inquiry

Students can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings.

E1

Students can quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

E2

Students can gather relevant information from multiple print and digital sources, using search terms effectively, and assessing the credibility and accuracy of each source to answer a question and generate new questions for further research.

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 Scoring Rubric - Informational Writing

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Focus/Organization
  • Introduces a claim but parts of the writing shift and do not connect to the claim, and/or claim is not clearly established.
    Uses a basic 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.
  • Introduces a claim 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 and supports the argument presented.
No exemplars at this time.
  • Clearly establishes a credible claim and coherently maintains the claim in an insightful manner throughout the essay.
  • Uses a coherent and sophisticated body structure to organize and group related ideas, reasons and evidence that support the claim.
  • Provides a concluding statement or section that follows from and clearly supports the claim, reasons, and key points in a fresh way.
No exemplars at this time.

Development/Comprehension
  • Supports a claim with unfounded reasons and/or evidence is from questionable sources.
  • 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 logical reasons and relevant evidence from credible and accurate 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 logical and insightful reasoning and relevant and precise evidence from credible and accurate 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 a basic or ineffective body structure to organize or group the reasons, and/or evidence.
  • Uses inconsistent grammar and 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 and supporting information.
  • Uses transitional words, phrases, and clauses to create cohesion and clarify the relationship among the claim(s), reasons, and evidence.
  • Uses grade-appropriate grammar and conventions; errors are minor and do not interfere with meaning and readability.
  • Uses correct and varied sentence structures that establish and maintain 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 create cohesion and clarify the relationship among the claim, reasons, and evidence.
  • Uses advanced and varied sentence structures to establish a formal style and tone.
  • Uses advanced and varied sentence structures to establish a formal style and tone.
No exemplars at this time.

Teacher Scoring Rubric - Research

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Credibility
  • ​​I can explain some of how I select sources.​ 
No exemplars at this time.
  • ​​I can explain the thinking of how I assess sources and select assets that are both credible and accurate.​ 
No exemplars at this time.
  • I can explain the thinking of how I assess sources and select valuable assets that are both credible and accurate using precise vocabulary to describe reputable authors, domains, publication dates, etc. 
No exemplars at this time.

Relevance
  • ​​I can gather information that is somewhat related to my analysis and conclusions. 
No exemplars at this time.
  • ​​I can gather information from multiple sources that is closely related to my analysis and conclusions.​ 
No exemplars at this time.
  • I can gather relevant information from multiple sources that effectively supports and is directly related to my analysis and conclusions.
No exemplars at this time.

Citation
  • ​​I attempt to quote and/or paraphrase evidence and information but do not follow standard citation format and/or contain several errors in doing so.​ 
No exemplars at this time.
  • ​​I can quote and/or paraphrase evidence and information following standard ​citation format with few mistakes. 
No exemplars at this time.
  • I can properly quote and/or paraphrase evidence and information following standard citation format with no mistakes.
No exemplars at this time.

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