A Talk Show Interview
ASSESSMENT #LELA13
Benchmark Grades: Adaptable for grades three through five.
Summary:
Students are asked to prepare for a television interview about a newly published book.
They use reading and speaking skills as they simulate an interview of a classmate.
Keywords:
Interview skills
Reading skills
Writing skills
Language skills
LELA13
Page 1
Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

A Talk Show Interview
ASSESSMENT #LELA13
Task Description
This assessment asks students to imagine they are the host of a talk show and requires them to use speaking and listening skills to conduct an interview with a classmate.
The students will work in pairs and alternate roles. After one student has interviewed a classmate and has been assessed, have that classmate switch roles and become the host for the classmate’s interview.
The book to be discussed in the interview should be read by both students so that the
‘interviewee’ and ‘interviewer’ are familiar with the book. A different book should be used when the roles are switched.
Required Materials
A selection of books to use during the interviews
Video recorder (optional)
LELA13
Page 2
Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

A Talk Show Interview
Have you ever seen a talk show where someone was interviewed? An interview takes preparation for both the interviewer and the person being interviewed. It requires the listening and speaking skills that you are learning in class.
In these pages, you are going to be asked to work with a partner and imagine that you are the host of a talk show about book s called “The
Writer’s Room.”
You are the host of the talk show “The Writer’s Room.” A new author is coming on your show to talk about his or her new book.
(If you are the interviewee – imagine you are an author who has just published a book. You are going on “The Writer’s Room” to tell about your book because you want people to read it.)
LELA13
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Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Task 1: Prepare for an interview
You are one of the greatest talk show hosts! People love your show because you always prepare ahead. Before you plan your interview, you must do some background work.
First, read the book that your guest has written so that you can ask specific questions. To make sure you clearly understand the book, write a brief summary describing the book.
Next, think of a list of questions to ask the author. Think of questions about the story that will be of interest to viewers and will help put the interviewee at ease. Write 10 interview questions on index cards to help you remember them during the interview.
Turn in your summary and your interview questions.
LELA13
Page 4
Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Scoring Guide - Task 1
4 Exemplary


Criteria for the Proficient category have been successfully completed.
More advanced work is included. For example, the student compares and contrasts this story with another by the same author and the questions reflect the comparison. Other examples include:
______________________________________________________________________
3 Proficient


The student reads the interviewee’s book and writes a short summary.
The summary describes all main points in the story.
 Ten interview questions are compiled that are related to the story.
2 Progressing




The student reads the interviewee’s book.
A summary describes one element of the story.
Five to seven questions are generated that relate to the story.
More work is needed.
1 Not meeting the standard(s)

OR
The student did not read the interviewee’s book.



Student did not compile interview questions.
The summary is incomplete.
The task should be repeated.
LELA13
Page 5
Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Student Scoring Guide - Task 1
4


I checked off everything under number three.
I thought I did an extra great job because:
______________________________________________________________________
3

I read my partner’s book.


I wrote a short summary that describes the main points of the story.
I created 10 questions to ask during the interview.
2

I read my pa rtner’s book.


I forgot to tell about some points in the story.
I created 5 - 7 questions to ask during the interview.

I will keep trying because I am almost there.
1


I did not read my partner’s book.
OR

I did not come up with interview questions or write a summary.
I will ask questions and try again.
LELA13
Page 6
Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Task 2: An Introduction
As a gracious host, you first introduce your guest to the audience. Give the audience an idea of who your guest is by talking about him or her and about the book you reviewed. What information from your summary can you use?
Create a proper introduction. How would you make the person feel welcome? Write your introduction on index cards to use during the interview.
Practice your introduction a few times so it becomes sincere and the person feels welcome. Give your introduction to the class. Remember to use the speaking rules you have learned in class, such as looking at the guest and audience, and speaking clearly. Remember proper gestures you are learning, such as shaking hands with the guest.
LELA13
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Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Scoring Guide - Task 2
1
4




Exemplary


2
Criteria for the Proficient category have been successfully completed.
More advanced work is included. For example, the student includes unusual and informative details about the guest from other sources. Other examples include:
______________________________________________________________________
3 Proficient


The student creates an introduction of the author.
The introduction includes relevant and informative details about the author and the
 book.
The student’s introduction includes looking at the guest and the audience, speaking clearly, and shaking hands.
Progressing
The student creates an introduction of the author.
The introduction lacks details about the author and the book.
The student’s introduction lacks one of the following: looking at the guest and the audience, speaking clearly, or shaking hands.
More practice is needed.
Not meeting the standard(s)


The student did not complete enough of the elements of an introduction to proceed.
The missing elements of the task should be completed.
LELA13
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Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Student Scoring Guide - Task 2
4


I checked off everything under number three.
I think I did an extra great job because:
____________________________________________________________
3



I introduced my guest to the audience.
My introduction included relevant and informative details about the author and the book.
I made a proper introduction, including looking at the person, saying his/her name clearly, and shaking hands.
2


I did not do one part of the task.
I will keep practicing.
1


I did not understand what to do.
I will ask questions and try again.
LELA13
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Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Task 3: The interview
After you have introduced the person to the audience and everyone feels at ease, you may begin your interview. Using your notes as a reference, begin asking questions. Good listening skills are important during an interview. Make sure to take advantage of any answers that need to be clarified.
You don’t just have to stick to your questions. You may have new questions as you talk to your guest. Ask those questions, too.
After you have asked your questions, allow the audience the chance to ask additional questions. When you feel that all the questions have been asked and answered it will be time to end the interview. Don’t forget to thank your guest.
Practice your interview questions a few times. Then conduct your interview.
Begin with the introduction you created in the last task.
Again, remember to use the speaking rules you have learned in class, such as looking at the guest and audience and speaking clearly. Remember proper gestures you are learning, such as shaking hands with the guest.
LELA13
Page 10
Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Scoring Guide - Task 3
1
2
4 Exemplary


Criteria for the Proficient category have been successfully completed.
More advanced work is included. For example, the student takes advantage of impromptu questions for clarification or new information. Other examples include:
______________________________________________________________________
3 Proficient





The interview is conducted.
The student speaks with attention to volume, clarity, and expression.
All of the questions are addressed.
The student responds appropriately to the thoughts and ideas of others.
A variety of strategies are used to understand what is being heard.
Progressing


Three or four of the criteria for a proficient score are met.
More work is needed.
Not meeting the standard(s)


Less than three criteria for a proficient score are met.
The task should be repeated.
LELA13
Page 11
Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Student Scoring Guide - Task 3
4


I checked off everything under number three.
I think I did an extra great job because:
____________________________________________________________
3




I conducted the interview.
I paid attention to my volume, clarity, and expression.
I asked all of my questions.
I listened to the thoughts and ideas of the guest and audience and responded to them.

2


I did not do one or two parts of the task.
I will keep trying because I am almost there.
1

I did not know how to conduct this interview.
I will ask questions, practice, and try again.
LELA13
Page 12
Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Task 4: And the winner is . . . . .
Imagine that you have been selected to be a judge for a talk show awards program. The category is “Best Talk Show Interview.”
Try your hand at evaluating another interview. You will have the opportunity to watch your classmates conduct interviews. Choose one to write an evaluation of.
First, take notes on the interview. Watch for at least two things that the host did very well. It might have been great eye contact, or very interesting questions, or an especially great introduction. Think of one thing the host could have done a little better. For example, he or she could have spoken a little more slowly or more clearly.
As a judge, part of your job is to write a paragraph about the interview, telling what was great about it and what needed more work. Make sure to use examples to help make your point clear.
LELA13
Page 13
Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Scoring Guide - Task 4
1
2
4




Exemplary


Criteria for the Proficient category have been successfully completed.
More advanced work is included. For example, the student critiques all of the important elements of good speaking skills and provides examples and suggestions for improvement, making the paragraph especially helpful to the classmate. Other examples include:
______________________________________________________________________
3 Proficient
The student takes notes on an interview he or she observes.
The evaluation provides two positive comments on the interview.
One area of constructive feedback is identified.
A paragraph is written that describes the interview, includes feedback, and uses details outlined in the notes.
Progressing



The student takes minimal notes on an interview he or she observes.
A paragraph is written that does not include constructive feedback, but loosely describes the interview.
More work is needed.
Not meeting the standard(s)



An interview is observed but no notes are included.
No paragraph is written.
The task should be repeated.
LELA13
Page 14
Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599

Student Scoring Guide - Task 4
4


I checked off everything under number three.
I think I did an extra great job because:
____________________________________________________________
3





I took notes on an interview.
I made sure that the evaluation included two strengths.
I gave one constructive comment.
I used specific examples to support my ideas.
I wrote a paragraph that included my notes and that described the interview.
2


I did not do one part of the task.
I will keep working.
1


I did not understand what to do in this task.
I will ask questions and try again.
LELA13
Page 15
Copyright

1999 Center for Performance Assessment
All rights reserved 800-844-6599