Performance Assessment Task Cover To Cover You are being considered for a summer job at a public radio station. They want the successful applicant to be able to write and record ‘spots’ for their new evening entertainment show – Cover to Cover – in which different versions of stories and songs are compared with regard to context, purpose, audience and techniques. You have been asked to submit to the hiring committee a 5-7 minute audio recording and script that compares two versions of the same narrative or song. Step 1: Choose two versions of your material. You may use a book and its film version a film and its ‘remake’ a song and its ‘cover’ two versions of the same book. Note: this will only happen when the story itself is ‘in the public domain’, like fairy tales. E.g. Cinderella and Ella Enchanted. Step 2: For each version, describe what the author has done to create atmosphere. Be sure to: identify each version as you talk about it (e.g. title, artist, copyright date, genre) describe how elements are used (action, setting, characterization, and so forth) to: o analyze o interpret o evaluate describe who you think the author had in mind as the ‘perfect’ audience for his/her version. use examples from each version to support your ideas. Step 3: Prepare a script for a 5-7 minute radio spot that provides a detailed comparison of the two versions. As part of this script, choose which version you feel is more effective in terms of purpose and audience. Defend your choice of form by providing examples from the text. © AAC…everyday assessment tools to support student learning English Language Arts 30-2: Cover To Cover November 2013 Student Materials Rubric: Cover To Cover Student ___________________________________________________________ Level Excellent Proficient Adequate Limited * Insufficient / Blank * Criteria Describe texts using appropriate terminology (2.3.3.a) Describe how authors create atmosphere (2.2.2.b; 2.2.2.f) Explain audience factors (2.2.1.b) Defend choice of form (2.2.1.a) Demonstrates perceptive and insightful appreciation of texts using terminology that is precise and articulate. Demonstrates logical and interesting appreciation of texts using terminology that is accurate and focused. Compares texts using specific examples to show how different authors use textual elements and stylistic techniques to create atmosphere, tone, voice and other effects. Demonstrates simplistic appreciation of texts using terminology that is generally accurate. Explains an insightful awareness of audience factors using precise examples from each version of the story. Explains a thoughtful awareness of audience factors using detailed examples from each version of the story. Defends choice of form by formulating a well-developed position using precise and appropriate examples from the text. Defends choice of form by formulating a reasonable position using specific examples from the text. Explains a partial awareness of audience factors. Supporting details may be inadequate or both versions may not be included. Defends choice of form by formulating a partial position position using superficial examples from the text. Compares texts using rich and detailed examples to show how different authors use textual elements and stylistic techniques to create atmosphere, tone, voice and other effects. Compares texts using simplistic examples to show how different authors use textual elements and stylistic techniques to create atmosphere, tone, voice and other effects. Demonstrates illogical or minimal appreciation of texts. Terminology is often inaccurate or unrelated. Comparisons are incomplete or off-topic. Demonstrates little or no understanding of how different authors use textual elements to create effects. No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task. Explains little awareness of audience factors. Support is inappropriate or absent. Provides minimal defense of form using few, if any examples from the text. * When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve. © AAC…everyday assessment tools to support student learning English Language Arts 30-2: Cover To Cover November 2013 Student Materials Please note: This rubric may have been modified. To view the most recent AAC version, please visit www.aac.ab.ca.