Overview

In this performance assessment, students will be asked to write a response to a prompt about what they have learned. They will be evaluated based on their writing mechanics. Final student work should be saved as a PDF for uploading to the virtual scoring software.  

This assessment can be used at any time in grade 3 after grade-specific writing mechanics have been taught.  

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Details

Big Ideas & Competencies

Big Ideas Competencies

F. Style and Language

Students can build vocabulary knowledge and apply conventions of grammar and usage specific to the context.

F1

Students can demonstrate command of the conventions of standard English grammar and language and usage when writing or speaking (explain the functions of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular senses).

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

Essential Questions/Explanation
  • 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. 
    Credits some evidence to outside sources but has inaccuracies in style formatting.
No exemplars at this time.
  • The essential questions are somewhat answered through the satirical techniques in the brochure.
  • The one-paragraph explanation lists satirical techniques used in the brochure with no explanation of HOW they were used.
No exemplars at this time.
  • The essential questions are clearly answered through the satirical techniques in the brochure.
  • The one-paragraph explanation discusses HOW those satirical techniques were used.
No exemplars at this time.

Satirical Techniques
  • The brochure features written OR visual techniques that convey an unclear overall message.
No exemplars at this time.
  • The brochure features written OR visual satirical techniques that clearly convey an overall message.
No exemplars at this time.
  • The brochure features a variety of written and visual satirical techniques that clearly convey an overall message.
No exemplars at this time.

Style and Language
  • 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. 
No exemplars at this time.
  • Uses transitional words, phrases, and clauses to create cohesion, clarify the relationship among the complex ideas, and concepts, and link the major sections of the text.
  • Uses grade-appropriate conventions; errors are minor and do not interfere with meaning and readability. 
No exemplars at this time.
  • 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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