Overview

Prior to using this assessment students will need to have had instruction and practice with  evaluating source reliability (lateral reading-checking author, reliability, and target audience of sources); peer review practice; and understanding of citation expectations of infographics, manuals, posters, and videos.  

In this performance assessment, students will research a beneficial life skill and then create a product to inform/explain to other high school students how they can also benefit from this life skill. 

They will identify reliable sources to support their findings/learnings, making sure to cite those sources appropriately. They will have time to edit and revise their product prior to submission. 

Students can create the final informative/explanatory piece in any appropriate style, including, but not limited to: Infographic, manual, how-to video, or poster, using Microsoft Word or Google Docs, Canva, or paper and colored pens/pencils/ markers. If creating a how-to video, students will need to upload their video file (mp4) from their device to Google Drive. Final student work should be saved as an Acrobat PDF or mp4 for uploading to the virtual scoring software. 

This assessment would be best used after teaching students a complete research unit including how to choose a topic/create a claim, how to assess for the most relevant information, how to collect evidence and analyze, and how to create styles of informative/explanatory writing such as infographics, how-to videos, or manuals, as well as how to cite sources based on writing styles. 

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Details

Big Ideas & Competencies

Big Ideas Competencies

C. Writing

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

C3

Students can write informational or explanatory texts to examine and understand a complex topic.

E. Research and Inquiry

Students can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings.

E1

Students can conduct research by effectively gathering information from credible sources.

F. Style and Language

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

F3

Students can write and edit their work including formal citation guidelines when necessary.

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 a basic introduction to the topic, ideas, and/or concepts, or no introduction is provided.
  • Uses an unclear or ineffective body structure and text features to organize and make connections and/or distinctions of ideas, concepts, and information about the topic. 
No exemplars at this time.
  • Introduces a topic, ideas and concepts by previewing the information to follow. 
  • Uses a logical body structure and text features to organize and make connections and distinctions of complex ideas, concepts, and information.  
No exemplars at this time.
  • Clearly introduces a topic, ideas and concepts by making connections, providing information about the subtopics to be developed, and previewing the information to follow. 
  • Uses a coherent and sophisticated body structure and text features to organize and make connections and distinctions of complex ideas, concepts, and information. 
No exemplars at this time.

Development/Comprehension
  • Includes partially related, or unrelated, information/visuals about the topic. 
  • An unclear, or no, explanation of the information is provided demonstrating a weak understanding of the topic, ideas, and concepts. 
No exemplars at this time.
  • Develops the topic with relevant and well-chosen facts, extended definitions, details, quotations, and visuals.
  • Provides an explanation of the information to demonstrate an understanding of the topic, ideas, concepts, and important information. 
No exemplars at this time.
  • Develops the topic with concise, relevant and well-chosen facts, definitions, details, quotations, and visuals to emphasize and enhance important points about the topic. 
  • Provides a clear and insightful explanation of the information to demonstrate a thorough understanding of the topic, ideas, and concepts. 
No exemplars at this time.

Style/Conventions
  • Uses generic  vocabulary  to identify and explain the topic and/or supporting information.
  • Uses inconsistent grammar and conventions not addressed through editing and revising which detract from the quality of the product.
  • Consistent errors in, or lacking, citations.
No exemplars at this time.
  • Uses grade-appropriate vocabulary to identify and explain the topic and complex ideas and concepts.
  • Uses grade-appropriate conventions; spends time editing and revising to ensure errors are minor and do not interfere with meaning and readability.
  • Citations are present and contain no consistent errors.
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic, ideas, concepts, and supporting information.
  • Uses advanced grammar and convention; spends time editing and revising to ensure errors are minor and do not impact the clarity and quality of the assessment/project.
  • All citations are present and appropriately formatted.
No exemplars at this time.

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