Overview

In this performance assessment, students will be asked to create a presentation to local government officials persuading them to approve the building of a new recreational element for your city (water park, skate park, rec center, community pool, community garden, etc.).    

Students can create the final presentation, including a slideshow (using technology such as PowerPoint or Google Slides or another presentation tool), in conjunction with Microsoft Word or Google Docs, or paper and colored pens/pencils/ markers. Final student work should be recorded and uploaded to your school’s learning management system. Suggested video format is MP4; suggested image format is jpg; suggested document format is PDF. However, adjust as needed, based on your technology capabilities.   

This assessment may be used at any time during 11th or 12th grade year, after instruction on persuasive rhetoric and organizing persuasive writing. Student understanding of how to evaluate source credibility and identify bias is also useful.  

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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.

C2

Students can write arguments to support multiple claims using logical reasoning, relevant evidence, and counter arguments to draw connections between the issue and the world beyond the classroom.

D. Speaking and Listening

Students can listen effectively, present information appropriately given the situation, and collaborate with peers.

D1

Students can professionally present information visually and verbally in a clear, concise, and logical way so that listeners can follow the line of reasoning.

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.
  • Introduces and establishes a claim but parts of the essay shift and do not connect to the claim, or a claim and/or opposing claims are not fully established.  Audience needs/ interests are not addressed.
  • Creates a basic organizational structure to group the ideas, reasons, and/or supporting information.
  • A basic conclusion which restates the claim or is a general summary of the information is used or the conclusion does not support the claim and/or reasons.
  • Visual aid provides evidence that lacks connection to claim or counterclaim.
No exemplars at this time.
  • Addresses the expectations of the prompt.
  • Introduces and establishes a precise claim, distinguishing it from alternate or opposing claims, and coherently maintains a claim throughout the essay.
  • Some attempt is made to appeal to the needs/ interests of the audience.
  • Creates an organizational structure that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • Provides a concluding statement or section that follows from the claim and reasons and supports the argument presented.
  • Visual aid provides visual evidence that is somewhat connected to claim or counterclaim. 
No exemplars at this time.
  • Fully and thoroughly addresses the expectations of the prompt.
  • Clearly introduces and establishes a precise credible claim, distinguishes and explains alternate or opposing claims, and coherently maintains the claim in an insightful manner.  Intentional choices are made to appeal to the needs/ interests of the audience.
  • Creates a clear and thorough organizational structure that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • Provides a concluding statement or section that follows from and clearly supports the information and explanation of implications or significance of the topic.
  • Visual aid provides intentionally selected visual evidence which is intentionally connected to claim or counterclaim.
No exemplars at this time.

Development/Comprehension
  • Develops a relationship between a claim and counterclaims with weak reasoning or insufficient evidence; strengths and limitations are not fully developed.
  • Provides a weak explanation and/or analysis of the evidence demonstrating minimal understanding of the topic or text(s). 
No exemplars at this time.
  • Develops claim(s) and counterclaims fairly, supports claim(s) and counterclaim with valid reasons and sufficient relevant evidence from credible and accurate sources while pointing out the strengths and limitations of both considering the audience’s knowledge and concerns.
  • Provides an explanation and analysis of the evidence to demonstrate substantive understanding of the topic or texts. 
No exemplars at this time.
  • Develops claim(s) and counterclaims fairly, supports claim(s) and counterclaim with valid reasons and sufficient relevant evidence from credible and accurate sources while pointing out the implicit strengths and limitations of both considering the audience’s knowledge and concerns.
  • Provides a clear and insightful explanation and analysis of the evidence demonstrating a thorough understanding of the topic or texts. 
No exemplars at this time.

Style/Conventions
  • Uses generic vocabulary to identify and explain the topic and/or supporting information.
  • Uses basic transitions to link sections of the text and to show a relationship between the claim, counterclaims, reasons, and evidence.
  • Uses inconsistent grammar and conventions which detract from the quality of the essay.
  • Uses ineffective sentence structures creating an informal style and tone.
  • Credits some evidence to outside sources, but has inaccuracies in style formatting.
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic and complex ideas and concepts.
  • Uses varied transitional words, phrases, and clauses to link major sections of the text, create cohesion between claims and reasons, reasons and evidence, and claims and counterclaims.
  • Uses grade-appropriate grammar and conventions; errors are minor and do not interfere with meaning and readability.
  • Use correct and varied sentence structures and precise vocabulary to establish a formal style and objective tone.
  • Credits evidence to outside sources according to required documentation method, with occasional errors in formatting.
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic, ideas, and concepts, and supporting information.
  • Uses sophisticated and varied transitional words, phrases, and clauses to create cohesion, clarify the relationship among the complex ideas, concepts, and link the major sections of the text.
  • 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 objective tone.
  • Expertly credits evidence to outside sources according to required documentation method. 
No exemplars at this time.

Speaking and Listening
  • Visual aid attempted to be informative and persuasive, but was muddy/ cluttered/ otherwise unclear
  • Presenter referenced the visual aid, but at awkward times or without explanation
  • Presenter needed more practice in order to be confident.  Many lapses in eye contact, multiple verbal tics or presented with low investment and energy. 
No exemplars at this time.
  • Visual aid was informative, slightly persuasive, and relevant
  • Presenter referenced the visual aid, but did not make intentional choices in timing or focus
  • Presentation was practiced and solid. Occasional verbal tics and lapses in eye contact, but overall fluency and delivery was good.  
No exemplars at this time.
  • Relevant and purposeful visual aid provides clarifying information, relates to topic, and enhances information provided at the time of reference in a way that persuades the audience
  • Presenter timed the references of the visual intentionally, considering audience experience and focus so as to persuade the audience to believe and act
  • Written and visual elements of the presentation were thoughtfully and purposefully prepared.  Presentation was clearly rehearsed so as to employ vocal, physical, and visual persuasive techniques
No exemplars at this time.

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