Overview

This performance assessment is designed to assess students’ ability to obtain information from print and digital resources and then create an informational writing piece that uses a problem-solution text structure. Students will design a poster to use as an aid during a brief presentation to inform their audience about the problem and potential solution(s)/awareness to solve/ameliorate the problem or keep it from occurring again in the future.   

First, students will individually engage in an introductory exploratory reading activity about native and invasive carp species (non-native) in the Great Lakes. Students will research and answer questions about one of the most invasive species in the Great Lakes - the carp. Next, students will watch a video about how scientists are handling the invasive carp population in the Great Lakes. Students will synthesize the information learned and record the information gathered on a Problem-Solution Graphic Organizer in their Student Booklets. 

Then, students will write a brief essay about the problems cause by the invasive carp. Next, they will create a poster that shows relevant information that they gathered from the informational reading and video to inform their audience about the problem and what they can do to help. Finally, students will make brief presentations of their information to the class, using their posters as aids for their presentations. 

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. 

This assessment will be best used in the spring after your students are comfortable with the writing of a five-paragraph essay or following the unit of study that best fits with writing a five-paragraph essay. Students should also have multiple experiences with speaking in front of their peers about a topic and be comfortable with being video recorded.

Download Teacher Booklet Download Student Booklet

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, phrases, and clauses, and provide a conclusion that relates to the presented information.

D. Speaking and Listening

Students can listen effectively, present information appropriately given the situation, and collaborate with peers.

D1

Students can engage effectively in collaborative discussions (one-on-one, groups, teacher-led) with a variety of partners about grade 5 topics and texts building on others’ ideas and expressing their own ideas clearly (come to discussions prepared, having read, or studied required material and explicitly drawing on that preparation and other information known about the topic to explore ideas under discussion).

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 of the topic or no introduction is included. 
  • Uses an unclear or ineffective body structure to organize the details about the topic.
  • Abruptly ends the writing without a sense of closure. 
No exemplars at this time.
  • Introduces the topic.
  • Organizes the writing by grouping information together.
  • Provides a concluding statement or section.
No exemplars at this time.
  • Clearly introduces a topic. 
  • Uses a coherent body structure to organize and group related information.
  • Provides a concluding statement or section that clearly relates to the topic and important points.
No exemplars at this time.

Development/Comprehension
  • States a partially related or unrelated opinion, reasons, and/or facts/details, or does not state an opinion and/or supporting information.
No exemplars at this time.
  • States an opinion about the topic or text, identifying reasons supported by facts and details.
No exemplars at this time.
  • States an opinion about the topic or text, identifying and explaining reasons supported by facts and details.
No exemplars at this time.

Visual Arts Poster Content
  • Student is off topic or gives an inaccurate description of the invasive fish issue.
No exemplars at this time.
  • Student defines the invasive fish issue but provides fewer than 3 issues and/or fewer than 3 solutions.
No exemplars at this time.
  • Student defines the invasive fish issue and provides 3 or more issues and 3 or more solutions.
No exemplars at this time.

Presentation
  • Presents information without a plan.
  • Uses visuals inappropriately or does not include their use.
  • Uses an inappropriate style and/or techniques in an attempt to engage the audience.
  • Looks away from the audience when presenting.
  • Speech is incoherent or inaudible.
  • Answers audience questions with inaccurate or inappropriate information or does not answer questions.
No exemplars at this time.
  • Demonstrates a purpose and plan for a presentation.
  • Uses pictures, drawings, or props appropriately.
  • Uses an appropriate style and some techniques to engage the audience.
  • Makes some eye contact with the audience.
  • Speaks with appropriate volume, pacing, and pronunciation.
  • Answers audience questions with information from the presentation.
No exemplars at this time.
  • Demonstrates a clear purpose with a thoughtful plan for a beginning and ending of a presentation.
  • Uses visuals which reinforce and enhance the presentation.
  • Uses an appropriate style and engaging techniques throughout the presentation demonstrating creativity and flexibility.
  • Consistently makes eye contact with the audience.
  • Speaks with appropriate volume, pacing, pronunciation, and inflection to provide emphasis.
  • Appropriately answers audience questions providing additional information.
No exemplars at this time.

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