Overview

In this performance assessment, students will use a text chosen by the teacher that students have already read and use it to create a product that has a distinct style and tone. Students will also incorporate general academic and domain-specific language to clearly convey their chosen style and tone.

Specifically, students will be asked to take a previously read text and adapt it into a new product that has a distinct style and tone. Some examples may include:
•    Creating a blog post using the details from a historical event.
•    Writing a news article that recaps a chapter in a novel.
•    Composing a diary entry from the perspective of a character in a novel.

Students can create the final product in any appropriate way, including, but not limited to, Microsoft Word or Google Docs, paper, or recorded. Final student work should be saved as a PDF or as an MP4 file for uploading to the virtual scoring software.

This assessment might best be used after students read a text with enough context in which they can write their own piece based on the original. This assessment should be given after instruction has been given on style and tone. Specifically, students should be familiar with how authors might use varied sentence structure and word choice to convey a particular style and tone that are appropriate to their audience. For example, a speech delivered by a prominent figure might have a formal tone with a persuasive style whereas a writer for a food blog might have an informal tone with a reflective style.  

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Details

Big Ideas & Competencies

Big Ideas Competencies

F. Style and Language

Students can build vocabulary knowledge and apply conventions of grammar and usage specific to the context.

F1

Students can use grade-level appropriate writing conventions of grammar and usage when writing and speaking.

F2

Students can use varied sentence structure and word choice to convey style and tone that are appropriate to the task and audience.

F4

Students can acquire and accurately use general academic and domain-specific language.

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

Task Fulfillment
  • Does not fully address the prompt.  
  • The adaptation may not change style/tone, may leave out important ideas from the original, or may not fit the chosen format/audience. 
No exemplars at this time.
  • Addresses most parts of the prompt.  
  • The adaptation changes the style and tone, but some elements may be underdeveloped or inconsistent.  
  • The product is mostly appropriate for the chosen format and audience.
No exemplars at this time.
  • Fully addresses all parts of the prompt.  
  • The adaptation clearly transforms the original text into a new style and tone while keeping the main ideas intact.  
  • The product is fully appropriate for the chosen format and audience.
No exemplars at this time.

Style & Tone
  • Relies mostly on simple or repetitive sentences and basic word choice.  
  • Style and tone are unclear, inconsistent, or inappropriate for the new task/audience. 
No exemplars at this time.
  • Shows some variety in sentence structure and word choice.  
  • Style and tone are generally clear and appropriate to the new task and audience, with minor lapses.
No exemplars at this time.
  • Consistently demonstrates varied sentence structures and precise word choice.  
  • Style and tone are distinctive, purposeful, and fully appropriate to the new task and audience.
No exemplars at this time.

Language & Conventions
  • Uses little to no academic/domain-specific vocabulary or uses it inaccurately.  
  • Frequent errors in grammar, punctuation, or usage distract from or interfere with meaning.
No exemplars at this time.
  • Uses some academic and/or domain-specific vocabulary with adequate accuracy.  
  • Demonstrates adequate control of grammar, punctuation, and usage; some errors may distract, but meaning is clear.
No exemplars at this time.
  • Effectively and accurately incorporates academic and/or domain-specific vocabulary.  
  • Demonstrates strong control of grammar, punctuation, and usage; errors are rare and do not distract meaning. 
No exemplars at this time.

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