Overview

Prior to using this assessment students will need to have had instruction evaluating sources with lateral reading focusing on author, reliability, and target audience.   

In this performance assessment, students are asked to choose from a list of potential topics of interest to inform an audience. They may also choose a topic of their own to research and create an informative or explanatory piece to inform or explain their findings/learnings regarding their chosen topic to an audience. They will identify reliable sources to support their findings or learnings, citing those sources appropriately. They will be given time to edit/revise their product before submission. 

Students can create their final informative or explanatory piece in any appropriate style, including, but not limited to an essay, infographic, news article, poster, or video presentation, using Microsoft Word or Google Docs, Canva, or paper and colored pens/pencils/ markers. For the video presentation, students will need to record and upload their video file (mp4) from their device to Google Drive. Students using digital options will need to ensure they have changed their permissions so anyone with the link can access. Final student work should be saved as an Acrobat PDF or mp4 for uploading to the virtual scoring software.  

This assessment would be best used after teaching students a complete research unit including how to:  

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Details

  • 9th, 10th
  • Three 70-minute sessions or four 50-minute sessions
  • Big Ideas & Competencies View Section Below

Big Ideas & Competencies

Big Ideas Competencies

C. Writing

Students can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts.

C3

Students can write informational or explanatory texts to examine and understand a complex topic.

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.

E1

Students can conduct research by effectively gathering information from credible sources.

F. Style and Language

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

F3

Students can write and edit their work including formal citation guidelines when necessary.

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 a basic introduction to the topic, ideas, and/or concepts, or no introduction is provided.
  • Uses an unclear or ineffective body structure and text features to organize and make connections and/or distinctions of ideas, concepts, and information about the topic.
  • A basic conclusion which restates the claim or is a general summary of the information is used or the conclusion does not support the claim and/or reasons.
No exemplars at this time.
  • Introduces a topic, ideas and concepts by previewing the information to follow.
  • Uses a logical body structure and text features to organize and make connections and distinctions of complex ideas, concepts, and information. 
  • Provides a concluding statement or section that follows from and supports the information and explanation of implications or significance of the topic.
No exemplars at this time.
  • Clearly introduces a topic, ideas and concepts by making connections, providing information about the subtopics to be developed, and previewing the information to follow.
  • Uses a coherent and sophisticated body structure and text features to organize and make connections and distinctions of complex ideas, concepts, and information.
  • Provides a concluding statement or section that follows from and clearly supports the information and explanation of implications or significance of the topic. 
No exemplars at this time.

Development/Comprehension
  • Includes partially related, or unrelated, information about the topic.
  • An unclear, or no, explanation of the information is provided demonstrating a weak understanding of the topic, ideas, and concepts. 
No exemplars at this time.
  • Develops the topic with relevant and well-chosen facts, extended definitions, details, and quotations. 
  • Provides an explanation of the information to demonstrate an understanding of the topic, ideas, concepts, and important information. 
No exemplars at this time.
  • Develops the topic with relevant and well-chosen facts, extended definitions, details, quotations, and examples to emphasize and enhance important points about the topic. 
  • Provides a clear and insightful explanation of the information to demonstrate a thorough understanding of the topic, ideas, and concepts.
No exemplars at this time.

Style/Conventions
  • Uses generic vocabulary to identify and explain the topic and/or supporting information.
  • Uses inconsistent grammar and conventions not addressed through editing and revising which detract from the quality of the product. 
  • Consistent errors in, or lacking, citations.
No exemplars at this time.
  • Uses grade-appropriate vocabulary to identify and explain the topic and complex ideas and concepts. 
  • Uses grade-appropriate conventions; spends time editing and revising to ensure errors are minor and do not interfere with meaning and readability. 
  • Citations are present and contain no consistent errors
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic, ideas, concepts, and supporting information.
  • Uses advanced grammar and convention; spends time editing and revising to ensure errors are minor and do not impact the clarity and quality of the product.
  • All citations are present and appropriately formatted. 
No exemplars at this time.

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