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.