Performance Assessment

Lindsay Ohlert, Andrew Dwyer, Susan Samaha, Maria Matlashewski and Greta Krier EdHD 5001 Performance Assessment

1. Title: My Family 2. Summary: Students will write an informative report about their own backgrounds using appropriate elements of composition. 3. Standard to Be Assessed: Minnesota State ELL Standards Transitional Proficiency II: Writing B. Elements of Composition 2. Create multiple paragraph compositions that include: (a) correct paragraph indentation style, (b) an introductory paragraph formulating a thesis or opinion, (c) supporting evidence in paragraph form that upholds the overall thesis or opinion, (d) a concluding paragraph as a summary. 4. Description of the Assessment Task • • •

Materials Required: previously collected and analyzed interview data, paper, writing utensil Location of Assessment: classroom; compositions not completed in class may be done as homework Step by Step Procedure:

1. Students need to come prepared with all materials and with the data gathered from interviewing family about their background and heritage. (This was done as a previous assignment. The teacher has a copy of each student's research data in case the student forgets or loses it.) 2. Students formulate a thesis about their family's background based on the gathered data. 3. Students write an outline including: 1. an introductory paragraph with a lead sentence, the thesis, and an overview of what will be covered in the composition 2. body paragraph(s) including topic sentences, supporting evidence, and transitions to the following paragraphs 3. a conclusion, including a restatement of the thesis, a summary of the supporting evidence, and a closing sentence. 4. Students write the composition based on the outline. 5. Students proofread their own compositions, correcting grammar, spelling, punctuation and formatting. They may use resources such as dictionaries and style guides. 6. Students re-write their compositions with corrections legibly for a final draft. 7. Students hand in their composition by the date due. • •

Description of Final Product: A multiple-paragraph informative composition synthesizing previously learned English writing techniques and research data. Elements of the Task: As required by the Minnesota state standards, we are specifically looking for a composition that includes an introductory paragraph, a thesis, supporting evidence, and a concluding paragraph as a summary, using standard English paragraphing mechanics previously taught in class, including indentation. These requirements are all included in the rubric.

5. Specify Course: An English Language Arts class for 5th grade ELL students at the transitional proficiency level.

Lindsay Ohlert, Andrew Dwyer, Susan Samaha, Maria Matlashewski and Greta Krier EdHD 5001 Performance Assessment

6. Time to Complete the Assignment: Five forty-five minute class periods to write and revise the composition. Work not finished in class can be completed as homework. 7. Prerequisite Student Skills: In previous lessons over the course of the year, students have: • • • • • • • •

revised first drafts for content, clarity and mechanics mastered standard punctuation worked with numerous high-frequency grammar concepts identified the structural elements of a composition learned what a thesis is and how to write one practiced writing lead sentences and closing sentences identified and practiced using transitions conducted interviews and recorded data

8. Grading Criteria a)Specific Expectations: Students will create a composition including an introduction, body paragraph(s) and a conclusion. These paragraphs will be properly formed (see rubric for what constitutes proper form), including the presence of a thesis, supporting details, and final summarization. Students will write using developmentally-appropriate (as defined by the MN State ELL/English standards) mechanics taught earlier in the year, including indentation. Grading rubric: CATEGORY

Exemplary (4)

Proficient (3)*

Apprentice (2)

Novice (1)

Introductory Paragraph: lead, Includes a lead, thesis and an thesis, overview of what will be overview. covered in the composition.

Lacks one of the three following Lacks two of the three following Lacks all three of the following elements: lead, thesis, or elements: lead, thesis, or elements: lead, thesis and overview. overview. overviews.

Body Paragraph(s): main idea, supporting evidence, transition

One or more body paragraph(s) lack one of the three following elements: main idea, support evidence, or transition.

One or more of the body paragraph(s) lack two of the three following elements: main idea, supporting evidence, or transition.

One or more of the body paragraphs lack all three of the following elements: main idea, supporting evidence, and transition.

Conclusion Paragraph: Recalls Recalls supporting evidence, supporting evidence, restates restates the thesis, and includes a thesis in order to summarize the closing sentence. composition's contents, closing sentence.

Lacks one of the three following elements: recalls supporting evidence, restates thesis, or closing sentence.

Lacks two of the three following elements: recalls supporting evidence, restates thesis, or closing sentence.

Lacks all three of the following elements: recalls supporting evidence, restates thesis, and closing sentence.

Mechanics: Grammar that has been previously taught in class, indentation, spelling

1-3 errors in indentation, spelling, and/or grammar concepts taught previously in class.

4-6 errors in indentation, spelling, and/or the grammar concepts previously taught in class.

7 or more errors in indentation, spelling, and/or grammar concepts previously taught in class.

A: B: C: D: F:

Body paragraph(s) include(s) a main idea, supporting evidence, and a transition to the following paragraph.

No errors in indentation, spelling, nor the grammar concepts taught previously in this class.

15-16 points 13-14 points 11-12 points 9-10 points 8 or fewer points

b)General Expectations: Students need to need to come prepared with materials; to use class time effectively; to use organization skills; to participate actively and attend class; and to synthesize previous gathered data and previously developed skills into a final product.

Lindsay Ohlert, Andrew Dwyer, Susan Samaha, Maria Matlashewski and Greta Krier EdHD 5001 Performance Assessment

9. Student Instructions: Dear students, Last week, you interviewed your family to find out more about your heritage and where you come from. You will now write a composition using the data you gathered. Here are the steps you should take when writing your composition: 1. Re-read your research data. 2. Form a thesis based on your research. 3. Write an outline. Your outline needs to include an introductory paragraph, a body, and a concluding paragraph. 1. Your introductory paragraph needs to include a lead sentence, your thesis, and an overview of what you will write about in your composition. 2. Your body needs to include evidence that supports your thesis. Each body paragraph must include a topic sentence, evidence, and a transition to the next paragraph. 3. Your concluding paragraph must say your thesis again using different words, summarize the evidence you already wrote about, and end with a concluding sentence. 4. Write your composition using your outline. 5. Proofread your composition. Fix any mistakes you find. Look carefully for punctuation, spelling, and grammar errors. 6. Write a final draft. Make sure your writing is very neat so I can read it! You must write this composition yourself! When I grade your composition, I will be using the rubric on the next page. You can check your composition before you hand it in to make sure you included everything necessary! Here are some tips for success: • • • • •

Turn your composition in on time. Take advantage of resources, such as dictionaries, provided in our classroom. Use your class time wisely. If you do not finish in class, you will need to take this assignment home as homework. Follow all the rules you have learned about sentences and paragraphs. If you are confused about the instructions, make sure to ask for help!

“You have brains in your head. You have feet in your shoes. You can steer yourself in any direction you choose. You're on your own. And you know what you know. You are the guy who'll decide where to go.” Dr. Seuss Yours in education, TEACHER'S NAME HERE.