Overview

In this performance assessment, students will determine the theme, identify how characters demonstrate the theme, and write a narrative that includes sequenced events as well as a closing. Specifically, students will be asked to create and share with the class a visual arts project that demonstrates their understanding of theme and sequencing based on an assigned novel or short story. 

This assessment might be best be used after a novel or short story unit in ELA for grade 4. Student should have had instruction on the book or short story that the project will be about, as well as topics such as characterization, thematic development, and sequencing. This should all take place before the assessment is used. 

Students can create their final presentations in any appropriate way, including but not limited to PowerPoint or Google Slides (or another slideshow tool), Microsoft Word, or Google Docs, or paper and colored pens/pencils/ markers. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software. 

Download Teacher Booklet Download Student Booklet

Details

Big Ideas & Competencies

Big Ideas Competencies

A. Reading Literature

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

A2

Students can determine the theme of a text and summarize the text, including how the choices of characters demonstrate the theme.

A3

Students can compare multiple characters, settings, and events with specific details and examples.

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.

C3

Students can use effective techniques and clear event sequences to write narratives (real or imagined experiences), use concrete words and details to convey experiences and events, and provide a closing that follows the events or experiences.

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 - Writing

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Writing – Focus/Organization
  • Provides an unclear introduction to the topic or text or no introduction is included.
  • Uses an unclear or ineffective body structure to organize or group the opinion, reasons, and/or supporting information.
  • Abruptly ends the writing without a sense of closure or ends with an unrelated concluding statement. 
  • 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 related to the opinion.
  • Clearly introduces the topic 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.

Writing - Development/Comprehension 
  • States a partially related or unrelated opinion, reasons, and/or facts/details, or does not state an opinion and/or supporting information. 
No exemplars at this time.
  • States an opinion about the topic or text identifying reasons supported by facts and details.  
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.

Writing – Style/Conventions
  • Uses generic vocabulary to identify and/or explain the topic.
  • Uses basic linking words or no linking words to connect the opinion, reasons, 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.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic.
  • Uses linking words and phrases 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 sentence structures. 
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic and supporting information.
  • Uses linking words and phrases to connect the opinion, reasons, explanation, and information.
  • Uses advanced conventions to enhance meaning and readability.
  • Uses advanced and varied sentence structures. 
No exemplars at this time.

Teacher Rubric - Presentation

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Presentation
  • Presents information without a plan.
  • Uses visuals inappropriately or does not include their use.
  • Uses an inappropriate style and/or techniques in an attempt to engage the audience.
  • Looks away from the audience when presenting.
  • Speech is incoherent or inaudible.
  • Answers audience questions with inaccurate or inappropriate information or does not answer questions.
No exemplars at this time.
  • Demonstrates a purpose and plan for a presentation.
  • Uses pictures, drawings, or props appropriately.
  • Uses an appropriate style and some techniques to engage the audience.
  • Makes some eye contact with the audience.
  • Speaks with appropriate volume, pacing, and pronunciation.
  • Answers audience questions with information from the presentation.
No exemplars at this time.
  • Demonstrates a clear purpose with a thoughtful plan for a beginning and ending of a presentation.
  • Uses visuals which reinforce and enhance the presentation.
  • Uses an appropriate style and engaging techniques throughout the presentation demonstrating creativity and flexibility.
  • Consistently makes eye contact with the audience.
  • Speaks with appropriate volume, pacing, pronunciation, and inflection to provide emphasis.
  • Appropriately answers audience questions providing additional information. 

Leave Feedback for this Assessment

What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!

Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.

You must be logged in to leave feedback.

Don't have an account? Register Here

Log in