Overview

In this performance assessment, students will read through a variety of texts about cultures around the world. Then, students will choose two different pieces and explain the text structure of each one. Specifically, students will compare and contrast the text structure of two different articles. For the final writing piece students will create something that a cultural center would be able to share with families, providing information about that area.  

Students can create the final writing piece 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. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software. 

This assessment might best be used after students have already studied text structures.  

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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 informative or explanatory texts to examine a topic and clearly convey ideas, connect their ideas with words and phrases, and provide a conclusion that relates to the topic.

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
  • Provides an unclear introduction to the topic or no introduction is provided.
  • Uses an unclear or ineffective body structure and/or text features to organize and group details about the topic.
  • Abruptly ends the writing without a sense of closure or ends with an unrelated concluding statement.
No exemplars at this time.
  • Clearly introduces the topic.
  • Uses a logical body structure to organize and group related information in paragraphs and sections using grade-appropriate text features (e.g., headings) and illustrations.
  • Provides a concluding statement or section related to the topic.
  • Clearly introduces the topic previewing the information included.
  • Uses a coherent body structure to organize and group related information in paragraphs and sections using a variety of text features (e.g., headings, subheadings, captions).
  • Provides a concluding statement or section that clearly supports the topic and important points.

Development/Comprehension
  •  Includes partially related or unrelated information and/or visuals or does not include any details or illustrations about the topic.
  • Develops the topic with related facts, definitions, details, quotations, examples, illustrations, multimedia, or other information about the topic.
  •  Develops the topic with relevant facts, definitions, details, quotations, examples, illustrations, and/or multimedia to emphasize and enhance important points about the topic.

Style/Conventions
  • Uses generic vocabulary to identify and/or explain the topic.
  • Uses basic linking words or no linking words to connect the topic, ideas, and/or information.
  • Uses inconsistent capitalization and/or spelling patterns.
  • Uses ineffective sentence structures, and errors may interfere with meaning and/or readability.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic.
  • Uses linking words and phrases to connect ideas within categories of information.
  • Uses grade appropriate conventions; errors are minor and do not interfere with meaning and readability.
  • Use correct and varied sentence structures.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic and supporting information.
  • Uses linking words and phrases to connect ideas and important points within categories of information.
  • Uses advanced conventions to enhance meaning and readability.
  • Uses advanced and varied sentence structures.
No exemplars at this time.

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