In this performance assessment, students will use research and inquiry skills to write a memo to their school board, principal, or teacher, as determined by the teacher. Specifically, students will be asked to read a school-related article, synthesize the article, and state the author’s purpose. Students will find a direct quote or paraphrase a piece from the article as evidence. Students will then create a memo to the school board, principal, or teacher. The memo will contain a short synopsis of the article, state the author’s purpose supported by evidence from the text, document a question or wonder for the author, and properly cite the article using a standard format.
This assessment is best used after direct instruction around plagiarism and properly using a standard format for citation is taught. The memo will display students’ ability to quote or paraphrase relevant data and conclusions of others. The assessment will take two class periods. Example articles have been linked in the required materials section. Feel free to incorporate articles you have access to that are relevant and interesting to your students. Particularly articles of interest and topics your students care about.
For part 1, students will read the article; this can be done in small groups, and/or independently. Following the reading, allow students time to turn and talk to discuss the article(s). Following the brief discussion, students will begin working on synthesizing what they read to form an opinion for the school board supported by evidence from the text. During Part 2, students will independently complete the memo and properly cite the text using a standard format.
The memo will serve as a recommendation or informative update for the school board, principal, or teacher. Students can create the memo in the form of an email, hand-written note, Word document, Google doc, etc.
In this performance assessment, students will use research and inquiry skills to write a memo to their school board, principal, or teacher, as determined by the teacher. Specifically, students will be asked to read a school-related article, synthesize the article, and state the author’s purpose. Students will find a direct quote or paraphrase a piece from the article as evidence. Students will then create a memo to the school board, principal, or teacher. The memo will contain a short synopsis of the article, state the author’s purpose supported by evidence from the text, document a question or wonder for the author, and properly cite the article using a standard format.
This assessment is best used after direct instruction around plagiarism and properly using a standard format for citation is taught. The memo will display students’ ability to quote or paraphrase relevant data and conclusions of others. The assessment will take two class periods. Example articles have been linked in the required materials section. Feel free to incorporate articles you have access to that are relevant and interesting to your students. Particularly articles of interest and topics your students care about.
For part 1, students will read the article; this can be done in small groups, and/or independently. Following the reading, allow students time to turn and talk to discuss the article(s). Following the brief discussion, students will begin working on synthesizing what they read to form an opinion for the school board supported by evidence from the text. During Part 2, students will independently complete the memo and properly cite the text using a standard format.
The memo will serve as a recommendation or informative update for the school board, principal, or teacher. Students can create the memo in the form of an email, hand-written note, Word document, Google doc, etc.
| Big Ideas | Competencies |
|---|---|
B. Reading Informational TextStudents can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts. |
B1Students can use evidence to support the analysis of relationships between key details and supporting ideas in a nonfiction text, independently and proficiently. |
C. WritingStudents can effectively communicate purpose to an intended audience through written language, using a variety of media. |
C6Students can write conclusions that follows from and supports the argument, information, explanation, or narrative presented, and reflect on the topic. |
E. Research and InquiryStudents can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings. |
E1Students can quote or paraphrase relevant data and conclusions of others while avoiding plagiarism and following a standard format for citation. |
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.
| Dimensions | Not Yet Meeting Expectations | Meeting Expectations | Exceeding Expectations |
|---|---|---|---|
Focus/Organization |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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Development/Comprehension |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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Style/Conventions |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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