In this performance assessment, students will take a stance on a particular issue, develop an argument using evidence, and present their argument to an audience. Specifically, students will be asked to gather evidence and present an argument at a “pre-trial hearing” before a judge the teacher) and panel (students in the class).
Students will create a claim, gather evidence, and build a case in favor of or against an accused character from literature. The case will be presented before the judge and panel.
Students can supplement their presentation with visuals created in PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, or with paper and colored pens/pencils/ markers.
This assessment would be best suited at the end of a unit or end of the year and after the following have been covered:
• Whole-group text in which a side can be taken for or against a particular character.
• Argumentative/persuasive writing techniques have been taught.
• MLA format (or another standardized written format) has been taught.
In this performance assessment, students will take a stance on a particular issue, develop an argument using evidence, and present their argument to an audience. Specifically, students will be asked to gather evidence and present an argument at a “pre-trial hearing” before a judge the teacher) and panel (students in the class).
Students will create a claim, gather evidence, and build a case in favor of or against an accused character from literature. The case will be presented before the judge and panel.
Students can supplement their presentation with visuals created in PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, or with paper and colored pens/pencils/ markers.
This assessment would be best suited at the end of a unit or end of the year and after the following have been covered:
• Whole-group text in which a side can be taken for or against a particular character.
• Argumentative/persuasive writing techniques have been taught.
• MLA format (or another standardized written format) has been taught.
| Big Ideas | Competencies |
|---|---|
C. WritingStudents can effectively communicate purpose to an intended audience through written language, using a variety of media. |
C1Students can write arguments to support multiple claims using clear and logical reasoning, relevant evidence, and counter arguments that demonstrate understanding of the complexity of an issue. |
D. Speaking and ListeningStudents can listen effectively, present information appropriately to a variety of audiences, given the situation, and collaborate with peers. |
D1Students can present information in a concise, logical manner using a style that is appropriate to the purpose and including visuals to strengthen arguments and interest. |
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 |
|---|---|---|---|
Claim |
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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Evidence |
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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Presentation |
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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