Overview

In this performance assessment, students apply their knowledge and skills related to research and writing within the context of Michigan Resources.

Using selected articles from Michigan History for Kids, students will be asked to research different Michigan resources, choosing the resource they feel is Michigan’s greatest asset. Students will then write an essay including their claim (thesis statement) and supporting evidence and reasons. This essay will serve as the springboard for a presentation created in the platform of their choice. This assessment might be used as a culminating activity for a research unit of study and/or might coincide with an opinion writing unit of study.

Prior to completing this assignment, students would need to know what the word “resources” (e.g., human resources, capital resources, and natural resources) means, plus know how to: (1) write a claim, (2) organize a five-paragraph essay and use evidence from texts to support their claim, and (3) be familiar with various options for presenting their research (i.e., podcast, slideshow, Ted Talk, etc.).

Students can create the final presentation in any appropriate way, including but not limited to PowerPoint or Google Slides (or another slideshow tool), Microsoft Word, Google Docs, paper and colored pens/pencils/markers, or other online platforms that students have been exposed to and/or have access to.

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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.

C1

Students can write structured opinion pieces that support a point of view, with logically ordered reasons, supporting facts and details, and provide a conclusion that relates to the opinion.

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 to create projects using several sources, including evidence from technology, literary or informational texts.

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.
No exemplars at this time.
  • Introduces the topic or text.
  • Uses a logical body structure to organize and group related ideas, reasons, and information that support the opinion.
  • Provides a concluding statement or section.  
No exemplars at this time.
  • Clearly introduces the topic and/or text by previewing the information included.
  • Uses a coherent body structure to organize and group related ideas, reasons, explanations, and information that support the opinion.
  • Provides a concluding statement or section that clearly supports the opinion and reasons.
No exemplars at this time.

Development/Comprehension
  • States a partially related or unrelated opinion, reasons, and/or facts/details, or does not state an opinion and/or supporting information.
  • 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.
  • States an opinion about the topic or text identifying reasons supported by facts and details.
  • Uses linking words, phrases, and clauses to connect the opinion, reason, and information. 
No exemplars at this time.
  • States an opinion about the topic or text identifying and explaining reasons supported by facts and details. 
No exemplars at this time.

Style/Conventions
  • Uses generic vocabulary to identify and/or explain the topic.
  • Uses basic linking words or phrases or no linking words to connect the opinion, reasons, and/or supporting information. 
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic.
  • Uses linking words, phrases, and clauses to connect the opinion, reason, and information.
  • Uses grade-appropriate conventions; errors are minor and do not interfere with meaning and readability.
  • Uses correct and varied sentences. 
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic and supporting information.
  • Uses linking words, phrases, and clauses to connect the opinion, reasons, explanation, and information.
  • Uses advanced conventions to enhance meaning and readability. 
No exemplars at this time.

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