Overview

In this performance assessment, students will read two texts connected to the topic of how humans change the earth. As they read each text, students will determine the key idea that each author is trying to convey to the reader. Students will then create a PSA-style (public service announcement) video in which they teach other students in their school how humans have changed the earth and what might be done to prevent future negative changes. 

This assessment should occur after students have learned about informational texts, determining key ideas in an informational text, and using evidence to support their thinking about a claim. 

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Details

Big Ideas & Competencies

Big Ideas Competencies

B. Reading Informational Text

Students can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts.

B1

Students can use evidence to support an analysis of the development of a key idea in a nonfiction text with scaffolding.

C. Writing

Students can effectively communicate purpose to an intended audience through written language, using a variety of media.

C1

Students can write arguments to support a claim using clear reasoning and relevant evidence from credible sources.

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
  • Partially addresses the expectations of the prompt.
  • Introduces a claim but parts of the essay shift and do not connect to the claim, or a claim is not clearly established.
  • Uses an unclear or ineffective body structure to organize or group the reasons, and/or evidence.
  • A basic conclusion which restates the claim or is a general summary of the information is used or the conclusion does not support the claim and/or reasons. 
No exemplars at this time.
  • Addresses the expectations of the prompt.
  • Introduces and maintains the claim throughout the essay.
  • Uses a logical body structure to organize and group related reasons and evidence that support the claim.
  • Provides a concluding statement or section that follows from the claim and reasons. 
No exemplars at this time.
  • Fully and thoroughly addresses the expectations of the prompt.
  • Clearly establishes a credible claim and maintains the claim in a coherent and insightful manner throughout the essay.
  • Uses a coherent and sophisticated body structure to organize and group related ideas, reasons, evidence, and explanations that support the claim.
  • Provides a concluding statement or section that follows from and clearly supports the claim and reasons and summarizes key points in a fresh way. 
No exemplars at this time.

Development/Comprehension 
  • Supports a claim with unfounded reasons and/or evidence or reasons and evidence are not related to the claim.
  • Provides a weak explanation of the evidence demonstrating minimal understanding of the topic or text(s). 
No exemplars at this time.
  • Supports a claim with clear reasons and relevant evidence from credible sources.
  • Provides an explanation of the evidence to demonstrate an understanding of the topic or texts. 
No exemplars at this time.
  • Supports a claim with clear reasons and relevant and precise evidence from accurate credible sources.
  • Provides a clear and insightful explanation of the evidence demonstrating a thorough understanding of the topic or texts. 
No exemplars at this time.

Style/Conventions
  • Uses generic vocabulary to identify and explain the topic and/or supporting information.
  • Uses basic or ineffective transitions to clarify the relationship between the claims and reasons.
  • Uses inconsistent grammar and conventions which detract from the quality of the essay.
  • 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.
  • Uses transitional words, phrases, and clauses to clarify the relationship among the claim and reasons.
  • Uses grade-appropriate grammar and conventions; errors are minor and do not interfere with meaning and readability.
  • 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 sophisticated transitional words, phrases, and clauses to clarify the relationship among the claim, reasons, and evidence in a coherent manner
  • Uses advanced grammar and convention; errors are minor and do not impact the clarity and quality of the essay.
  • Uses advanced and varied sentence structures to establish a formal style and tone. 
No exemplars at this time.

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