Overview

In this performance assessment, the students will write a personal narrative using descriptive details and event sequences. Specifically, students will be asked to write about a fictional event that has happened to them. 

Students can create the final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, 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 can be used after narrative writing, dialogue, and figurative language have been taught.

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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.

C3

Students can use effective techniques and clear event sequences to write narratives (real or imagined experiences), use concrete words and details to convey experiences and events, and provide a closing that follows the events or experiences.

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
  • Creates a situation or sequence of events that lacks a story focus and/or story elements.  
  • The events are disconnected or not in a logical order and/or it is unclear who is telling the story or who is involved in the events.  
  • Provides a disconnected ending or abruptly ends the writing without a sense of closure.
No exemplars at this time.
  • Introduces character(s), situation, and sequence of events.  
  • Organizes the narrative to show an appropriate unfolding of events.  
  • Provides a sense of closure that connects the characters, situation, and events.
No exemplars at this time.
  • Vividly introduces character(s), situation, and sequence of events.  
  • Organizes the narrative to show a clear event sequence that unfolds naturally and introduces believable character(s) or narrator.  
  • Provides a clear and realistic closure that follows from the characters, situation and events.
No exemplars at this time.

Development
  • Includes unrelated or unnecessary details about the character(s), setting, problem, and/or solution or few details are included.  
  • Dialogue is used inappropriately or does not support the story line.  
  •  Simplistic figurative language and/or vocabulary is used which minimally develops the experiences, events, characters and/or setting.
No exemplars at this time.
  • Includes details about the character(s) and/or narrator, setting, problem, and solution.  
  • Uses dialogue to show characters’ responses to events or other characters. 
  • Uses figurative language or nuanced vocabulary to develop experiences and events, characters, and setting.  
No exemplars at this time.
  • Includes creative and colorful details about the character(s) and/or narrator, setting, problem, and solution.  
  • Uses dialogue to show characters’ thoughts and emotions about events and/or other characters.  
  • Uses figurative language, word nuances, and shades of meaning to develop experiences and events, characters, and setting.
No exemplars at this time.

Style/Conventions
  • Uses basic temporal words or no linking words to connect the situation or sequence of events.  
  • Uses inconsistent capitalization and/or spelling patterns.  
  • Uses ineffective sentence structures, and errors may interfere with meaning and/or readability.
No exemplars at this time.
  • Uses linking words and phrases to connect the opinion and reasons.  
  • Uses grade-appropriate conventions; errors are minor and do not interfere with meaning and readability.  
  • Use correct and varied sentence structures.
No exemplars at this time.
  • Uses sophisticated temporal words and phrases (e.g., a little later, after that) to manage the situation or sequence of events.  
  • Uses advanced conventions to enhance meaning and readability.  
  •  Uses advanced and varied sentence structures.
No exemplars at this time.

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