Overview

In this performance assessment, students will read an article to learn about the ancient Egyptian caste system (or teachers can choose another topic from the seventh-grade history curriculum). Students will then select two opposite social groups within this system and research them more extensively. Once the research is completed, students will use their notes to create a dual perspective writing piece from the perspective of a person who lived in each social group. 

Students can create their dual perspective writing in any appropriate way, including, but not limited to Microsoft Word, Google Docs or paper and colored pens/pencils/ markers. 

This assessment can be used at any time in grade 7 but would be best used when students are studying ancient Egypt in their 7th grade history class. It is not necessary for students to have had instruction on ancient Egypt before this assessment is given.

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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 informational texts using facts, definitions, details, quotations, and examples to examine a topic.

F. Style and Language

Students can apply conventions of grammar and use academic and domain-specific vocabulary.

F2

Students will use visuals when appropriate.

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.
  • Uses an unclear or ineffective structure to organize and group details about the topic.
No exemplars at this time.
  • Addresses the expectations of the prompt.
  • Uses a logical structure and text features to organize and group related information using strategies such as definition, classification, comparison/contrast, and cause/effect.
No exemplars at this time.
  • Fully and thoroughly addresses the expectations of the prompt.
  • Uses a coherent and sophisticated structure, a variety of text features (e.g., headings, subheadings, captions), and strategies such as definition, classification, comparison/contrast, or cause/effect to organize and group related information into paragraphs and sections.
No exemplars at this time.

Development/Comprehension (Historical Accuracy)
  • Includes partially related or unrelated information and/or visuals or does not include details and 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 appropriate information, including relevant facts, definitions, details, quotations, and/or examples.
  • Provides an explanation of the information to demonstrate an understanding of the topic, ideas, concepts, and important.
No exemplars at this time.
  • Develops the topic with relevant information, including facts, definitions, details, and illustrations, quotations, examples, and visuals/multimedia to emphasize important points about the topic.
  • Provides a clear and thoughtful 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 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 grade-appropriate conventions; errors are minor and do not interfere with meaning and readability.
  • Use correct and varied sentence structures that establish and maintain a formal style and tone.
No exemplars at this time.
  • Uses precise language and content/topic specific vocabulary to identify and explain the topic, ideas, and concepts, and supporting information.
  • 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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