Overview

In this performance assessment, students will be assessed on writing three distinct introductions for a variety of purposes (to narrate, to inform, to argue). Specifically, students will be asked to select and conduct research on a historical event from world or U.S. history. It is suggested that students research a topic they have background knowledge on and confident of their understanding of and/or are passionate about. After they select the topic, they will conduct research which will be presented in a graphic organizer.   

Once students finish their research, they will be asked to write three different introductions for three different purposes. The first introduction is for a narrative. It should focus on storytelling to engage the reader and be written in first person. The second introduction is for a research paper. It should include an engaging hook, background information, and a thesis statement that informs the audience of the importance of the historical event. The third introduction is for a persuasive paper. It should include an engaging, persuasive hook, background information on one position on the topic, and a thesis statement that persuades the audience of either the main cause or the main consequence of the historical event. 

Students can complete this assignment digitally using Google Docs (recommended due to the spell and grammar check) or other online software or using paper and pencil.   

This assessment is analyzing students’ ability to differentiate their writing, based on the purpose of writing.  This assessment should be given after students have learned about introductions and the purpose of all three types of writing (narrative, research, and persuasive) and after teachers have taught how to look for reliable sources.  

Please note that there are suggested accommodations options under the “Set Up” portion of this document. 

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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.

C5

Students can write introductions that establish context (e.g., acknowledging claims and opposing claims, previewing what is to come, establishing point of view).

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

Style & Conventions
  • Uses generic vocabulary to identify and explain the topic and/or supporting information.
  • Uses ineffective sentence structures creating an informal style and tone. 
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic and supporting information.
  • Uses correct and varied sentence structures and precise vocabulary to establish a formal style and tone. 
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic, ideas, and concepts, and supporting information.
  • Uses advanced and varied sentence structures to establish a formal style and tone. 
No exemplars at this time.

Author Choice
  • When comparing the various student entries, the student failed to represent the distinct features of the purpose of writing.  The narrative was intended to focus on storytelling and be written in first person.  The informative was intended to be focused on an information-based thesis statement.  The persuasive was intended to be focused on one position of an argument based around a major cause or consequence of the historical event.
No exemplars at this time.
  •  When comparing the various student entries, the student successfully represented the distinct features of the purpose of writing.  The narrative was intended to focus on storytelling and be written in first person.  The informative was intended to be focused on an information-based thesis statement.  The persuasive was intended to be focused on one position of an argument based around a major cause or consequence of the historical event. 
No exemplars at this time.
  • When comparing the various student entries, the student goes above and beyond to represent the distinct features of the purpose of writing.  The narrative focused on key aspects of storytelling (i.e. character development, dialogue, plot development) and was entirely written in first person.  The informative was focused on an information-based thesis statement which was research-supported, well-organized, and provided an engaging hook.  The persuasive focused on one position of an argument based around a major cause or consequence of the historical event and included a hook which engaged the reader to one specific perspective.
No exemplars at this time.

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