In this performance assessment, students will analyze how three different authors present their arguments on a given topic. Students will look at debates about whether schools should move towards a four-day school week or not, depending on the sources they may find.
More specifically, students will be reading with purpose, and they should be able to analyze how each author distinguished their ideas from others. They will present these differences in a slideshow or a graphic of their choosing. Students will then write a paragraph concluding their thoughts on the topic through reflection.
This may be handwritten or submitted on a computer. This assessment may be best after students have developed skills in writing well-developed paragraphs and can distinguish what the author’s purpose is and how authors may distinguish those purposes. Students may also need a refresher on the skills and knowledge of how to look up sources for the given topic.
This assessment may be adapted to fit students with special accommodations.
In this performance assessment, students will analyze how three different authors present their arguments on a given topic. Students will look at debates about whether schools should move towards a four-day school week or not, depending on the sources they may find.
More specifically, students will be reading with purpose, and they should be able to analyze how each author distinguished their ideas from others. They will present these differences in a slideshow or a graphic of their choosing. Students will then write a paragraph concluding their thoughts on the topic through reflection.
This may be handwritten or submitted on a computer. This assessment may be best after students have developed skills in writing well-developed paragraphs and can distinguish what the author’s purpose is and how authors may distinguish those purposes. Students may also need a refresher on the skills and knowledge of how to look up sources for the given topic.
This assessment may be adapted to fit students with special accommodations.
| Big Ideas | Competencies |
|---|---|
B. Reading Informational TextStudents can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts. |
B4Students can analyze how an author distinguishes her or his ideas from others. |
C. WritingStudents can effectively communicate purpose to an intended audience through written language, using a variety of media. |
C6Students can write a concluding statement or section based on purpose (e.g., argument, informational, narrative) and reflect on the topic. |
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.
| Dimensions | Not Yet Meeting Expectations | Meeting Expectations | Exceeding Expectations |
|---|---|---|---|
Source Selection |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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Presentation Content |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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Conclusion & Reflection |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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