Overview

In this performance assessment, students will analyze the different parts of an author’s essay by identifying the claim, evidence to support the claim, and the conclusion. They will explain how the author uses evidence to support his or her claim. 

Specifically, students will be asked to fill out a graphic organizer illustrating the claim, evidence supporting the claim, and conclusion. Then, they will write their own Schaffer model paragraph, a paragraph that uses a specific structure (Schaffer Model) to answer the following question: How does the amount of screen time affect teenagers?” 

Students can create the final response in Microsoft Word, Google Docs, or in the Student Booklet. 

This assessment can be used at any time in grade 6 after students have been introduced to informational text and the structure of an essay. Students should also have had some practice with highlighting text. In addition, students should have experience with writing Schaffer model paragraphs.  

Download Teacher Booklet Download Student Booklet

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.

B2

Students can analyze how a section (e.g., sentence, paragraph, chapter, or section) of text fits within the overall structure.

B4

Students can explain how an author’s ideas are conveyed in a text.

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 a claim but parts of the paragraph  do not connect to the claim.
  • Uses an ineffective structure to organize or group the reasons, and/or evidence.
No exemplars at this time.
  • Addresses the expectations of the prompt.
  • Introduces and maintains the claim throughout the essay.
  • Uses a logical body structure to organize and group related reasons and evidence that support the claim.
No exemplars at this time.
  • Fully and thoroughly addresses the expectations of the prompt.
  • Clearly establishes a credible claim and maintains the claim in a coherent and insightful manner throughout the essay.
  • Uses a coherent and sophisticated body structure to organize and group related ideas, reasons, evidence, and explanations that support the claim.
No exemplars at this time.

Development/Comprehension
  • Supports a claim with unfounded reasons and/or evidence or reasons and evidence are not related to the claim.
  • Provides a weak explanation of the evidence demonstrating minimal understanding of the topic or text(s).
No exemplars at this time.
  • Supports a claim with clear reasons and relevant evidence from credible sources.
  • Provides an explanation of the evidence to demonstrate an understanding of the topic or texts.
No exemplars at this time.
  • Supports a claim with clear reasons and relevant and precise evidence from accurate credible sources.
  • Provides a clear and insightful explanation of the evidence demonstrating a thorough understanding of the topic or texts.
No exemplars at this time.

Style and Conventions
  • Uses generic vocabulary to identify and explain the topic and/or supporting information.
  • 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.
  • Uses grade-appropriate grammar and conventions; errors are minor and do not interfere with meaning and readability.
  • Use correct and varied sentence structures and precise vocabulary to establish a formal style and tone.
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 advanced grammar and convention; errors are minor and do not impact the clarity and quality of the essay.
  • Uses advanced and varied sentence structures to establish a formal style and tone.
No exemplars at this time.

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