Overview

In this performance assessment, students will be asked to view and analyze a group of multimedia resources that showcase different perspectives or arguments regarding the same topic. The student will create a notes page that identifies the claim and evidence from at least three of the provided sources of information. 

Specifically, the student will use their identified sources to formulate their own argument regarding the selected topic and draft an argumentative piece that includes relevant evidence and details to showcase the complexity of the issue selected. The final student piece can be a traditional essay, a draft for a potential law or legislative action, a speech, or a series of public service announcements that address the argumentative piece. 

This performance assessment should be used in conjunction with a unit on argumentative writing and/or during the reading of a novel that has arguable points of information (i.e. refugee status, poverty, education, etc.).  

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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 compare and contrast ideas and arguments between multiple texts.

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 that demonstrate understanding of the complexity of an issue.

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.
  • 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. 
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.
  • 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. 
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.
  • 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. 
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. 
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. 
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. 
No exemplars at this time.

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