Overview

In this performance assessment, students will select a complex process (for example: energy conversion in solar panels, muscles in motion, how electric vehicles work, neuron behavior in the brains, safety check of a farm combine, the weather cycle, and so forth) and provide a written explanation of the steps of the process, as well as elements or parts required to complete the process. The target audience for this explanation and instruction is elementary students, which will require students to simplify their explanation and clarify key terms and vocabulary.   

Students can create the final presentation in any appropriate way, including but not limited to: 

  • Infographic or flow chart 
  • Scripted scene 
  • Illustrated book 
  • Slide presentation w/script 
  • Informative speech w/props 
  • Original song/poem 
  • Instructional video (with script) 

This assessment can be used at any time during the school year after students understand research using reliable sources, as well as instruction in basic organization of writing. 

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Details

Big Ideas & Competencies

Big Ideas Competencies

B. Reading Informational Text

Students can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts.

B4

Students can analyze main ideas across multiple texts to create their own understanding of an idea.

C. Writing

Students can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts.

C3

Students can write informative or explanatory texts to examine and convey complex ideas and information for a specific task, purpose, and audience.

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.
  • Provides a basic introduction to the topic, ideas, and/or concepts, or no introduction is provided.
  • Uses an unclear or ineffective body structure and text features to organize and make connections and/or distinctions of ideas, concepts, and information about the topic.
  • 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.
  • Organization has no consideration of audience needs/ interests. 
No exemplars at this time.
  • Addresses the expectations of the prompt.
  • Introduces a topic, ideas and concepts by previewing the information to follow.
  • Uses a logical body structure and text features to organize and make connections and distinctions of complex ideas, concepts, and information. 
  • Provides a concluding statement or section that follows from and supports the information and explanation of implications or significance of the topic.
  • Organization attempts to consider audience needs/ interests.  
No exemplars at this time.
  • Fully and thoroughly addresses the expectations of the prompt.
  • Clearly introduces a topic, ideas and concepts by making connections, providing information about the subtopics to be developed, and previewing the information to follow.
  • Uses a coherent and intentional body structure and/ or  text features to organize and make connections and distinctions of complex ideas, concepts, and information.
  • Provides a concluding statement or section that follows from and clearly supports the information and explanation of implications or significance of the topic.
  • Organization clearly considers audience needs/ interests. 
No exemplars at this time.

Development/Comprehension
  • Includes partially related or unrelated information and/or 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 consideration of audience needs/interests. 
No exemplars at this time.
  • Develops the topic with relevant and well-chosen facts, extended definitions, details, quotations, and facts.
  • Provides an explanation of the information to demonstrate an understanding of the topic, ideas, concepts, and important information, with some thought regarding audience need/interests.  
No exemplars at this time.
  • Develops the topic with relevant and well-chosen facts, extended definitions, details, quotations, and examples to emphasize and enhance important points about the topic.
  • Provides a clear and insightful explanation of the information to demonstrate a thorough understanding of the topic, ideas, and concepts, with intentional choice regarding audience needs/interests.   
No exemplars at this time.

Style/Conventions/Audience
  • 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 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 objective tone.
  • Credits evidence to outside sources according to required documentation method, with consistent errors in formatting.
No exemplars at this time.
  • Uses precise, audience appropriate 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 an audience appropriate style and objective tone.
  • Expertly credits evidence to outside sources according to standard stylistic format. 
No exemplars at this time.

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