Overview

In this performance assessment, students will be presenting information on how to evaluate the credibility of sources. Ideally, students will present their information to a live audience of younger students, but presenting to their classmates or teacher is another good alternative.  

Specifically, students will be divided into groups of 4 and will create and present on how to effectively evaluate the credibility of sources by examining bias, fact, opinion, and perspective.  

Students can create a presentation in any appropriate way, including, but not limited to: 

  • Slides presentation using PowerPoint or Google Slides (or another presentation tool),  
  • Poster(s)  
  • Infographic 

This assessment would best be used after students have had instruction on how to properly evaluate sources for credibility, such as after completing a research unit or after instruction has been given but before starting a research paper. 

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Details

Big Ideas & Competencies

Big Ideas Competencies

D. Speaking and Listening

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

D1

Students can professionally present information visually and verbally in a clear, concise, and logical way so that listeners can follow the line of reasoning.

E. Research and Inquiry

Students can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings.

E3

Students can evaluate credibility of sources (bias, fact, opinion, perspective).

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

Presentation
  • Student presents information in a way that is not fully clear or logical to the audience.
  • Student may read information directly from slide.
  • Student makes little to no eye contact with the audience.
No exemplars at this time.
  • Student presents information clearly, concisely, and logically. Student has little to no errors in pronunciation, uses complete sentences, and uses intonation.
  • Student makes consistent eye-contact with the audience and does not need to read information directly from their visual. 
No exemplars at this time.
  • Student engages the audience with a captivating voice that directs the listeners to be fully engaged in the presentation. Student has no errors in pronunciation. Student makes consistent eye-contact with the audience and does not need to read information directly from their visual.
  • Student can answer any questions asked by the audience.
No exemplars at this time.

Visual
  • Information may be cluttered, lacking, or not displayed in a logical manner.
  • Information may be illegible or hard to decipher. 
No exemplars at this time.
  • Information is displayed neatly, clearly and in a way that is logical for the audience.
No exemplars at this time.
  • Information is displayed professionally and enhances the information presented by the student. 
No exemplars at this time.

Content

For each section(s) assigned to the student:

  • Student defined source element.
  • An example or non-example may be missing or inaccurate. 
No exemplars at this time.

For each section(s) assigned to the student:

  • Student clearly defined the source element (bias, fact, opinion, and/or perspective).
  • Each element has both an accurate example and non-example. 
No exemplars at this time.

For each section(s) assigned to the student:

  • Student clearly defined the source element (bias, fact, opinion, and/or perspective).
  • Each element has both a clear example and non-example.
  • Relevant graphics enhance the information. 
No exemplars at this time.

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