Assessments
ASSESSMENT
Code- Goals (Transfer,
Understanding, Knowledge,
Skills)
Evaluative Criteria (most important
qualities)
Performance Task (demonstrating,
understanding and evidence of
mastery)
T1: Write a policy brief
T1:
Impact: Was the brief persuasive?
Content: Was the work accurate and
were the arguments supported?
Quality: Is the brief clear and easy to
follow?
T2:
Impact: Can you pull out the most
important information from each brief?
Content: Which parts were unclear?
Intermediate deliverables:
--annotated bibliography, synthesis
tree, brainstormed list of ideas,
comparison chart for solution ideas,
rough draft of brief, edited draft of
brief
U1: Writing a policy brief is a
process of scoping, research,
writing, analysis, and editing
U2: Policy briefs are written in
a succinct style because the
content must be persuasively
conveyed in 1-2 minutes
U1:
Content: Was the appropriate content
included?
Process: Was the proper procedure
followed?
U2:
Quality: Did the writer capitalize on an
economy of words?
Impact: Did the writer convey the
urgency of the problem and the
effectiveness of the solution in a concise
manner? Is the proposed solution the best
possible solution (and is it conveyed
properly)?
2.
Students will demonstrate
that they have an understanding of
their issue by creating a list of
potential solutions and weighing the
pros and cons of each solution in
order to choose the most impactful
solution.
K1: the components that
constitute a policy brief (eg,
aim statement, background,
talking points, next steps, etc)
K2: techniques for effectively
writing (succinct format,
tailoring to stakeholders,
economy of words, etc)
K3: how to describe the issues
surrounding their given topic
K4: research best practices
(using databases, reviewing
past and current policy
initiatives, brainstorming
solutions, analyzing best
solution from array of options,
K1:
Content: Does the brief include each
component?
Process: Did the student follow an
effective procedure to include all
components? (eg not overlapping
information)
K2:
Quality: Does each section have the
correct tone and format? Does the brief
flow smoothly? Is each section succinct?
K3:
Impact: Is the issue within given topic
explained thoroughly? Can the audience
easily understand the issue and the
proposed solution?
3.
Students will demonstrate
that they have mastered the research
process by completing an annotated
bibliography with reliable, and
representative sources.
T2: Peer-edit other policy
briefs
PERFORMANCE TASK(S):
1. Students will show that
they understand how to
write a policy brief through
their submission of a
succinct and thorough
brief.
4.
Students will demonstrate
that they have complete and thorough
research by creating a synthesis tree
and checking their information with
Roosevelt’s research checklist
etc.)
Content: Are there unanswered
questions?
K4:
Process: Are there a variety of sources?
Are the sources reliable and wellinformed? Are the sources and the
background information representative of
the information available for the given
topic?
Skills:
S1: reading and writing briefs
S2: conducting research and
extracting information
S3: distilling information
S4: editing their own work and
critiquing other briefs
S1:
Impact: Did it achieve its desired result
(persuade stakeholders to initiate policy
change)?
Content: Did the brief leverage each
component indicated in the process to
create a complete and compelling brief?
Quality: Was the brief written with
professionalism, sophistication and
attention to detail? Was it fluid?
S2:
Quality: Were enough sources used to
demonstrate sufficient understanding of
the issue?
Process: Did the author adhere to the
peer-reviewed research process?
S3:
Quality: Was the information conveyed
in a neat, relevant manner? Did the
author include the proper amount of
information? Were their any gaps in
which more information (or less) would
have made for a stronger brief?
Process: Did the author follow the
research-based approach in composing
his or her policy brief?
S4:
Process: Were directions followed? Did
students demonstrate a commitment to
their Roosevelt colleagues?
Scale
Performance Criteria 1: Students will show that they understand how to write a policy brief through their
submission of a succinct, persuasive and thorough brief.
1
2
3
Was the brief persuasive?
Was the work accurate and were the arguments
supported?
Is the brief clear and easy to follow? Was the
appropriate content included?
Did the writer convey the urgency of the problem
and the effectiveness of the solution in a concise
manner? Were their any gaps in which more
information (or less) would have made for a stronger
brief?
Does each section have the correct tone and format?
Does the brief flow smoothly? Was the brief written
with professionalism, sophistication and attention to
detail?
Performance Criteria 2: Students will demonstrate that they have an understanding of their issue by creating a list
of potential solutions and weighing the pros and cons of each solution in order to choose the most impactful
solution.
1
2
3
Is the proposed solution the best possible
solution (and is it conveyed properly)?
Performance Criteria 3: Students will demonstrate that they have mastered the research process by completing an
annotated bibliography with reliable, and representative sources.
1
2
3
Are there a variety of sources? Were enough
sources used to demonstrate sufficient
understanding of the issue?
Did the author adhere to the peer-reviewed
research process?
Are the sources reliable and well-informed?
Are the sources and the background information
representative of the information available for
the given topic?
Performance Criteria 4: Students will demonstrate that they have complete and thorough research by creating a
synthesis tree and checking their information with Roosevelt’s research checklist
1
2
3
Is the issue within given topic explained
thoroughly? Can the audience easily understand
the issue and the proposed solution?
Are the sources and the background information
representative of the information available for
the given topic?
Does the brief answer questions from
Roosevelt’s Research Checklist?
GRASP
Performance task
Students will show that they really understand how to write a policy brief through their submission of a
succinct and thorough brief.
Goal
Your task is to write a policy brief for Roosevelt’s 10 Ideas Competition.
Role
You have been asked to write a compelling policy brief to be submitted to the Ten Ideas
competition on behalf of your Roosevelt Campus Network chapter.
Audience
Your target audience is policy makers and legislators, Roosevelt leadership, and fellow policyminded students and chapter members.
Situation
The challenge involves consolidating an overwhelming amount of material and
resources into a concise, viable solution that can be presented and implemented by
legislators and policy makers.
Product, performance, and purpose
You need to develop a policy brief (following the given format) outlining the proposed
change you are suggesting to implement.
Standards and criteria for success
Your work will be judged in accordance to Roosevelt’s Ten Ideas rubric and must meet
(exceed) all necessary components in order to qualify as a finalist.