Overview

In this performance assessment, students will draw from literature read in class and informational text read independently. They will synthesize the information about a social justice/inequity issue in order to write and present a speech advocating for social equality within their community on the topic of their choosing (racial equity, freedom of religion, identity, gender equality, etc.). The students will demonstrate the expectations of comprehension of text, research, writing an argumentative speech, and the presentation of an argument in an oral manner. Specifically, students will be asked to compose a speech advocating for their audience to take action regarding their selected topic. 

While this assessment can be used at any time of the school year, this assessment works best in connection with a literature or nonfiction unit that focuses on the theme of social justice.  Students should also have a background and understanding of argumentative writing and what constitutes appropriate presentation skills (eye contact, pacing, volume…). 

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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.

C1

Students can create an organized written piece, developing support strategies to connect the task, purpose and audience.

C2

Students can write arguments to support multiple claims using logical reasoning, relevant evidence, and counter arguments that demonstrate understanding of the complexity of an issue.

D. Speaking and Listening

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

D1

Students can 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
  • You have a claim, but many parts of the speech do not connect, or the claim is not completely clear
  • You use a very basic organization structure to group your information
  • Your conclusion is a general summary of information already presented, or it does not support your claim and/or reasons 
No exemplars at this time.
  • You introduce and establish a claim and differentiate it from the alternate or opposing claims. You maintain your position throughout the speech.
  • You use an organizational structure that shows clear relationships between your claim, reasons, evidence, and counterclaim.
  • You include a concluding section that follows your claim and reasons and supports your position. 
No exemplars at this time.
  • You clearly and creatively introduce your precise and credible claim, differentiate it from the alternate or opposing claims, and maintain your position in a sophisticated manner throughout your speech.
  • You use a clear and thorough organizational structure that shows clear relationships between your claim, reasons, evidence, and counterclaim.
  • You include a conclusion section that follows your claim and reasons. You include a call to action for you audience that explains the significance of your topic. 
No exemplars at this time.

Development & Comprehension
  • You support your claim and counterclaim with weak to no credible evidence.
  • You include a weak explanation and/or analysis  of the evidence. 
No exemplars at this time.
  • You support your claim and counterclaim with credible evidence.
  • You include a limited  explanation and analysis of the evidence. 
No exemplars at this time.
  • You support your claim and counterclaim with multiple pieces of credible evidence.
  • You include a clear and insightful explanation and analysis of the evidence and how it supports your claims. 
No exemplars at this time.

Presentation Skills
  • Your speech is disorganized and difficult to follow.
  • You use an inappropriate style that does not engage the audience.
  • You frequently look away from the audience.
  • Your volume and pacing makes it difficult to hear and understand you.
  • You answer audience questions inaccurately or inappropriately.  
No exemplars at this time.
  • You have an organizational structure that makes it easy for the audience to follow.
  • You use an appropriate style and/or techniques to engage the audience.
  • You make direct eye contact with the audience, but still frequently use your notes.
  • You use appropriate volume, pacing, and pronunciation.  
  • You answer audience questions with information from the presentation.  
No exemplars at this time.
  • You use a clear and thoughtful organizational structure that allows your speech to flow between sections.
  • You use an appropriate style and engaging techniques that are creative and interesting for the audience.
  • You consistently make eye-contact with the audience and barely use your notes.
  • You use appropriate volume, pacing, pronunciation, and inflection to provide emphasis during your speech.
  • You answer audience questions by providing additional information not found in your presentation. 
No exemplars at this time.

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