Overview

In this performance assessment, students will read a short article about how stories came to be. Students will read several different traditional stories and teachings of Indigenous Peoples who lived and/or continue to live in Michigan. Then, students will explain how you can use these respective stories to better understand someone’s beliefs and histories. 

This assessment incorporates the Michigan history standard: “H3.0.4 – Draw upon traditional stories and/or teachings of Indigenous Peoples who lived and continue to live in Michigan in order to better understand their beliefs and histories.” 

Students will create the final writing piece in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, or paper and colored pens/pencils/ markers. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software. 

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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.

C2

Students can write informative or explanatory texts to examine a topic and clearly convey ideas.

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.
  • Introduces the topic.
  • Organizes the writing by grouping information together.
  • Provides a concluding statement or section.
  • 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.

Development / Comprehension
  • Includes partially related or unrelated details and/or illustrations. or does not include any details or illustrations about the topic.
  • Includes facts, definitions, details, and illustrations to develop specific points about the topic.
  • Uses relevant facts, definitions, details, and illustrations to develop important points about the topic.
No exemplars at this time.

Style / Conventions
  • Uses basic temporal words or no linking words to connect the topic and facts.
  • 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 to connect ideas within categories of information.
  • Uses grade-appropriate conventions; errors are minor and do not interfere with meaning and readability.
  • Use correct and varied sentence structures.
  • Uses linking words and phrases to connect ideas within categories of information.
  • Uses advanced conventions to enhance meaning and readability.
  • Uses advanced and varied sentence structures.
No exemplars at this time.

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