Overview

In this performance assessment, students will compare how well stories represent a theme by creating an oral argument. Specifically, students will be asked to choose one short story out of a thematic unit and argue why their chosen story best represents the given theme. They will record their argument on an iPad or other recording device, and then create a response to each other’s videos, which will also be recorded. The teacher will then be able to evaluate the assessment videos. 

This assessment is best used during a short story thematic unit. Students must have read at least three short stories in the unit and completed the study of what theme is and how it is represented within a work. They also should have reviewed the parts of an argument. Grade-level short story text sets can be found on CommonLit with a free teacher account.  

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Details

Big Ideas & Competencies

Big Ideas Competencies

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 state a point of view and provide reasons that support the opinion.

D. Speaking and Listening

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

D1

Students can engage effectively in collaborative discussions (one-on-one, groups, teacher-led) with a variety of partners, about grade 3 topics and texts, building on others’ ideas and expressing their own ideas clearly.

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
  • Provides an unclear introduction to the topic or text or no introduction is included. 
  • Uses an unclear or ineffective body structure to organize the opinion and reasons about the topic or text. 
  • Abruptly ends the writing without a sense of closure. 
  • Introduces the topic or text.
  • Organizes the opinion and reasons about the topic or text.
  • Provides a concluding statement or section.
  • Introduces and provides information about the topic /or text. 
  • Uses a logical body structure to organize the opinion, reasons, and information about the topic or text. 
  • Provides a concluding statement or section that clearly relates to the opinion.

Development/Comprehension
  • States a partially related or unrelated opinion and/or reason(s) or does not state an opinion. 
No exemplars at this time.
  • States an opinion about the topic or text identifying reasons that support the opinion. 
  •  States an opinion about the topic or text identifying reasons that support the opinion using information about the topic or text.
No exemplars at this time.

Presentation
  • Presents information without a plan. 
  • Uses visuals inappropriately or does not include their use. 
  • 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.
  • Plans a presentation.
  • Uses pictures, drawings, or props appropriately.
  • Makes some eye contact with the audience. 
  • Speaks with appropriate volume and pronunciation.
  • Answers audience questions with information from the presentation.
  • Plans a beginning and end of a presentation.
  • Uses pictures, drawings, or props to enhance the information. 
  • Consistently makes eye contact with the audience.
  • Speaks with appropriate volume, pacing, and pronunciation.
  • Appropriately answers audience questions providing additional information.
No exemplars at this time.

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