In this performance assessment, students will identify whether their point of view is different from that of the author of an informational text. Specifically, students will be asked to use text evidence to support whether they agree or disagree with the author of an informational text.
Students can create their final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, or using paper and colored pens/pencils/ markers. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
This assessment might best be used after the following concepts have been taught: Point of View and Fact/Opinion
In this performance assessment, students will identify whether their point of view is different from that of the author of an informational text. Specifically, students will be asked to use text evidence to support whether they agree or disagree with the author of an informational text.
Students can create their final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, or using paper and colored pens/pencils/ markers. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
This assessment might best be used after the following concepts have been taught: Point of View and Fact/Opinion
| Big Ideas | Competencies |
|---|---|
B. Reading Informational TextStudents can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts. |
B4Students can identify how their own point of view is different from that of the author of a text. |
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.
| Dimensions | Not Yet Meeting Expectations | Meeting Expectations | Exceeding Expectations |
|---|---|---|---|
Communication – Informational Writing or Oral Presentation of Information Development/Comprehension |
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