Informal Assessments
Sample A: Informal check
Praise, Question, Wish
My name_________________________
Praise: (what my partner did well)
Partner’s name______________________________
Question: (what I asked my partner about his/her essay)
Wish: (what I wish I could see in a future draft of his/her essay)
Assessment of my partner’s participation:
My partner thoroughly read my outline: 3 2 1 0
My partner completed all parts of feedback (P,Q,W): 3 2 1 0
My partner and I verbally discussed BOTH of our essays: 3 2 1
0
Sample B: No-rubric
Name__________________________________
Date_________________________________
Draft #____of________________________________
Pre-Conference Work-up
•I have a great thesis! Here it is:
•I feel like I did this well in my essay:
•I feel like this part/element of my essay needs some work:
•The most important part/element of my essay is:
Sample C:- Group work w/rubric
Category
3 Points
2 Points
1 Point
0 Points
Points
Focus on the task
and participation
Consistently stays
focused on the
task
and
contributes a lot of
effort in the group.
Focuses on the
task most of the
time and works
hard
in
the
group.
Focuses on the
task some of the
time,
usually
when
reminded
and is sometimes
a
satisfactory
group
member
who only does
what is required.
Rarely focuses
on
the
task
and/or
allows
others to do the
work for them.
Does not always
complete what is
asked of them.
_____/3
Shared
Responsibility
Follows through
on assigned tasks
without depending
on others.
Follows through
on
most
assigned tasks.
Does not follow
through on most
assigned
tasks
and depends on
others to do the
work.
Rarely
follows
through
on
assigned tasks
while depending
on others to do
all of the work.
_____/3
1
Listening,
questioning,
discussing
and
Group teamwork
Listens, interacts,
discusses,
and
poses questions
to all members of
the group.
Always did the
assigned
work
with a positive
attitude.
Listens,
interacts,
discusses, and
poses questions
to
some
members of the
group.
Almost did all of
the
assigned
work,
usually
with a positive
attitude.
Has
some
difficulty listening
and
discussing.
Tends
to
dominate
discussion.
Has
great
difficulty listening
and/or
is
unwilling
to
consider others’
opinions.
_____/3
Did a few of the
assigned
tasks,
but is occasionally
publicly critical of
the tasks.
Did not do any of
the
assigned
work and is often
negative toward
the
work
or
toward
other
members of the
group.
_____/3
Sample D
RRJ Rubric
Packet
3
Packet
completely
out.
Answers
Answers
are
exemplary
and
display full grasp
of complexity of
piece and deep
analysis.
Packet was turned
in on time and
handwriting
is
legible.
Met
deadlines
and
handwriting expectations
is
filled
2
Packet is almost
finished with few
omissions.
1
Packet
somewhat
out.
Answers are in
depth make an
attempt to grasp
complexity of the
piece.
Answers
are
surface level and
display
little
attempt to explore
complexity.
is
filled
Packet was turned
in
late/
or
handwriting nears
undecipherable.
0
Packet is not
filled
out
or
exemplifies
unsatisfactory
effort.
Answers
are
incomplete,
surface level or
are non-existent.
Packet was not
turned in.
Sample E:
Name: ________________________________________
Assessing Love & Relationships
1.




2.
Period:
When you hear the phrase “Romantic Love”, what kind of things come to mind? (List four)
Are their different Kinds of Love? On the left hand side of the table below, list a few examples of
different kinds of love. On the right, give examples of words, phrases, symbols, etc. associated with
each kind of love you come up with. Try to come up with at least three…
Kinds of Love:
Words/Phrases & Symbols/Gestures Used:
-Example: Bro-Love
-Words/Phrases: Dude, Man, Bro, Bud, Dawg, etc.
-Symbols/Gestures: Handshake, high five, pound,
push/shove, head nod, guys night, spts talk…
3.
2
How do our relationships influence our values, actions, and lives? In the space provided or on the back
of this paper answer this question to the best of your ability. Try to write at least three sentences.
HOLISTIC ASSESSMENTS
Sample A
Online Discussion Board Rubric
3-4: Student’s initial post directly corresponds to Assignment prompt. Shows awareness of complexity of the issue and
advances opinion through referring directly to “text”. Need not be without flaws but is characterized by careful approach to
effective writing. Student responds in kind to at least two (2) classmates’ posts, keeping in mind parameters of “Online
Etiquette Agreement”.
1-2: Student’s initial post somewhat corresponds to Assignment prompt. Shows little awareness of complexity of issue or
does not refer to “text”. Student responds to one or two classmates, but does so with unsatisfactory effort.
0- Student did not complete Assignment or violates terms of “Online Etiquette Agreement”.
Sample B
Simile and Metaphor Worksheet: 3 points for class participation. If they didn’t turn it in, 0 points.
Simile and Metaphor Story:
Category
3
2
1
Number of Similes
Reaches
the
required
amount of three similes.
Only has two similes in
short story.
Story contains only one
simile.
Number of Metaphors
Reaches
the
required
amount of three metaphors.
Only has two metaphors in
short story.
Story contains only one
metaphor.
Effort
Creative story with lots of
effort using the metaphors
and similes! Contains other
sentences that ties in the
usage of similes and
metaphors.
Minimal
effort,
but
completed the shorty story;
did what needed to be
done,
but
story only
contains
similes
and
metaphors and doesn’t
really make sense.
Didn’t compose a short
story,
only
a
couple
sentences. No effort was
given and did not want to
do what was asked.
3
Sample Assessment C
AP English Writing Rubric
Category
Possible Scores
1-2
3-4
5-6
7-9
Main Point
A
thesis
or
theme,
responding to the given
task is not established
and/or does not remain
consistent
throughout
much of the composition.
A clear thesis or theme,
responding to the given
task is established but
does
not
remain
consistent
throughout
the
entire
the
composition.
A clear, arguable thesis or
theme, responding to the
given task is established
and
remains
implicitly
consistent throughout the
composition.
A clear, arguable, and original
thesis or theme responding to
the given task is established
and remains consistent in the
composition,
explicitly
reoccurring
throughout
the
composition.
Language Use
Sentences are simple and
do not use content specific
vocabulary. Little to no use
of descriptive language.
Some sentences vary in
structure but use little
content
specific
vocabulary. Little use of
descriptive language.
Sentences vary in length
and structure using content
specific vocabulary. Some
use
of
descriptive
language.
Sentences are stylistic and vary
in length and structure using
sophisticated content specific
vocabulary.
Descriptive
language is found throughout.
Organization
Little to no sequence of
ideas and organization of
information. Few to no
transitional words used
within the paragraph.
Sequence of ideas and
organization
of
information is present
but not logical.
Few
transitional words and
phrases.
Three to five sentences
in each paragraph.
Logical sequence of ideas
and organized flow of
information using some
transitional words and
phrases.
Six to eight sentences in
each paragraph.
Cohesive and logical sequence
of ideas and organized flow of
information using transitional
words and phrases.
Eight or more sentences in each
paragraph.
Supporting
Evidence
Evidence and details are
not offered or do not
support how conclusions
have
been
drawn.
Evidence provided does
not prove a thesis or
demonstrate a theme.
Inaccurate
usage
of
quotes.
Some evidence and
details may support how
conclusions have been
drawn and somewhat
prove a thesis or
demonstrate a theme.
Some inaccurate use of
quotes.
Evidence
and
details
support
how
most
conclusions have been
drawn and proves thesis or
demonstrates a theme.
Accurate use of most
quotes.
Insightful evidence and details
support how conclusions have
been drawn. Evidence provided
proves a thesis or demonstrates
a theme.
Accurate use of
quotes.
Conventions
Many
spelling
and
grammatical errors that
hinder
comprehension.
Many errors in punctuation
and capitalization.
Some
spelling
and
grammatical errors that
may
hinder
comprehension at times.
Multiple
errors
in
punctuation
and
capitalization.
Some
spelling
and
grammatical errors that do
not hinder comprehension.
Some
errors
in
punctuations
and
capitalizations.
Minimal
spelling
and
grammatical errors. Punctuation
and capitalization are used
properly.
1’s have all missing
elements whereas 2’s have
some
4’s have all positive
elements
described
while 3’s have only
some
6’s have all elements
described while 5’s have
only some.
9’s exceed elements. 8’s meet
all elements.
7’s meet some elements.
4
FORMATIVE ASSESSMENTS- Criteria w/Rubric
Sample A:
Your group should do the following:
1. Sign
on
to
NCLE
and
setting
up
your
own
individual
personal
account
http://www.literacyinlearningexchange.org/home
2. Decide on a group title and area of focus---be sure to always add TAGS! Groups should be formed with others
either in the same school or district, or who want to learn more about a particular topic related to any of the
afore-mentioned topics
3. Develop an inquiry-based research question
4. Collaborate on how to create, develop, and maintain the site (you might discuss having multiple admins, or cojobs)
5. Invite at least two teachers who can support you with research at your school sites and requesting them to join
in the on-line group
6. Network and follow other groups and ask to follow your group (can be from class or others on the NCLE site)
7. Videotape at least two 5-10 minute discussions related to your topic and upload to the site
8. Link at least two artifacts that are relevant to your research to your page (an artifact can include a link to
another site on the web, a document, a video, etc.)
9. Contribute thoughtfully to each of the following sections: Perspectives, Blog and/or discussion at least three-five
times total over the semester (e.g., provides thoughtful, informed, insightful, creative and relevant ideas to the
topic)
10. Evaluate the group work twice, first at mid-semester to determine what changes can be made, and then at the
end, to decide what direction the group should go in for the student teaching semester. We will use this during
student teaching for Capstone. Your evaluation of the group should briefly address each of these enumerated
areas, and list any needed changes that will be done to improve group. Feel free to format this evaluation in
whatever way is most fitting for the group.
11. Link
this
site
to
the
“CEE
and
NCLE:
How
to
Get
Started
Site”
at:
http://www.literacyinlearningexchange.org/group/cee-and-ncle-how-get-started
Name:
Assessment for NCLE Group ___/33
Signs on to NCLE and setting up your own individual
personal account
3
Successfully sets
up
personal
account
2
n/a
0
Does not set up
account
Decides on a group title and area of focus
Successfully sets
up group title and
focus
n/a
Does not set up
group title or focus
Develops an inquiry-based research question
A
masterful
question that drives
group inquiry
A good question
that
somewhat
drives group inquiry
Does not generate
a question
Collaborates on how to create, develop, and
maintain the site
Thoughtfully
collaborates
to
create,
develop,
and maintain the
site
Invites at least two
teachers into the
group who can
support the inquiry
Masterfully
networks
and
follows
other
groups and asks to
follow your group
Does not contribute
to the development
or maintenance of
the site
Links may or may
not be working or
Videotapes at least two 5-10 minute discussions
related to your topic and uploading to the site
Videotapes
and
uploads two clips to
the group
Somewhat
collaborates
to
create,
develop,
and maintain the
site
Invites
at
one
teacher into the
group who can
support the inquiry
Somewhat
networks
and
somewhat follows
other groups and/or
asks to follow your
group
Videotapes
and
uploads one clip to
the group
Links at least two artifacts that are relevant to your
research to your page
Successfully links 2
artifacts which are
Links 1 working
artifact and it may
Invites at least two teachers who can support you
with research at your school sites and requesting
them to join in the on-line group
Networks and follows other groups and asking to
follow your group
5
Does not invite any
teachers into the
project
Does not contribute
to networking
Does not upload
any videos to the
group
Contributes to each of the following sections:
Perspectives, Blog and/or Discussion at least threefive times total over the semester
Evaluates the group work twice (midterm and final)
Links this site to the CEE-NCLE methods site at:
http://www.literacyinlearningexchange.org/group/ceeand-ncle-how-get-started
6
working
and
relevant
Providing
thoughtful,
informed, insightful,
creative
and
relevant ideas to
the topic at least 35 times total to the
Perspectives, Blog
and/or Discussion
over the semester
At midterm:
Thorough
evaluation
that
addresses each of
the criteria for the
assignment. Lists
changes
for
improvement
For final:
Thorough
evaluation
that
addresses each of
the criteria for the
assignment,
has
successfully
integrated changes
since midterm, and
decides how the
site will be used for
Capstone.
Successfully links
site to home CEENCLE page
or may not be
relevant
Providing
somewhat
thoughtful,
informed, insightful,
creative
and/or
relevant ideas to
the
topic
and
contributes
only
twice
to
the
Perspectives, Blog
and/or Discussion
over the semester
At midterm:
Somewhat
addresses each of
the criteria for the
assignment. Lists
only some changes
for improvement
For final:
Somewhat
addresses each of
the criteria for the
assignment,
has
somewhat
integrated changes
since midterm, and
may or may not
have decided how
the site will be used
for Capstone.
n/a
relevant
to
research
Providing
attenuated,
uninformed,
lackluster
and/or
typically off topic
comments
and
ideas to the topic
and contributes 0-1
times
to
the
Perspectives, Blog
and/or discussion
over the semester
Has not completed
both evaluations
Does not link site to
home CEE-NCLE
page
Sample B: Criteria and Rubric
When creating an assessment consider the following…
I.
Name the product: i.e., a mind map
II. Assignment: Create a mind map, which demonstrates visual/spatial knowledge of short story, Barn Burning.
The mind map must:
•Include 4-5 pictures on a road map that addresses the essential question
•Identify the figurative language for each of the picture, writes the textual example and provides a page
number
•Analyze figurative language in the context of passage
Rubric: Mind Map
3- Masterful
Includes 4-5
carefully crafted
pictures that
address the
essential
question
2- Sufficient
Includes 3
somewhat
carefully crafted
pictures that
partially address
the essential
question
1-Emerging
Includes 1-2
pictures that
slightly address
the essential
question
Identify figurative
language
For each picture,
FL is identified,
including page
number and
textual examples
Some pictures
have FL
identified,
including page
number and
textual examples
___/3pts
Analyze FL in
context of
passage
FL is carefully
and masterfully
analyzed in the
context of the
passages
For most
pictures, FL is
sufficiently
identified, and
only somewhat
includes page
number and
textual examples
FL is sufficiently
analyzed in the
context of the
passages
FL is thinly
analyzed in the
context of the
passages
___/3pts
Pictures within
mind map
/ 9pts
___/3pts
Sample C
Interview Assignment
Overview: For this assignment, I am asking you to interview one or more people about the topic we will be discussing in the weeks ahead: How do
our relationships shape our values, actions, and lives. It is important that you choose someone who has been or is currently in a loving relationship
(e.g. parents, grandparents, aunt, uncle, teacher, neighbor.). In order to be successful in this endeavor, you must first prepare. Below is a list of
steps that should be taken in order to accomplish this task.
Step 1: Generate a list of people to interview for this assignment. Choose the people who will provide the best information and who will be the
easiest to interview.
Step 2: Make a list of possible interview questions to ask these people. The questions should all be related to the topic you are investigating, in this
case, relationships and romantic love. Make sure your questions are interesting and relevant to this topic.
Step 3: Get into small groups to compare your questions with your classmates’. Decide which questions you are going to use for your interview. You
should narrow down your list to six or seven important questions.
Step 4: Arrange your questions in the order in which you will ask them.
Step 5: Format your note-taking page. Write your questions in the left margin leaving room for answers.
7
Step 6: Conduct your interviews. As you conduct each interview, take notes in short phrases, writing down key ideas and memorable phrases. Ask
follow-up questions when the subject says something interesting or memorable. After the interview is finished, go back over the notes you have
taken, adding details you didn’t have time to write down during the interview. Be sure to thank the person you interview for taking the time to answer
your questions.
Step 7: Write your response/reflection to the interview. Make connections between the different details of the interview and discuss what they mean
and why they are important. Include your own thoughts about what you learned from the person you interviewed. What surprised you? What was
most interesting? Why? How was the person similar to or different from what you had thought before the interview? Was there anything they said
that challenged your beliefs on love and relationships?
Interview Assignment: An Analysis of Romantic Love & Relationships
3
2
Content
The student thoughtfully
The student developed
created “hard” and “soft”
both “hard” & “soft”
interview questions (6-7).
interview questions. The
Interview was
analysis paragraph was
implemented in a
completed, but the student
professional & responsible failed to thoroughly
manner. Student created
describe his/her
6-7 questions and wrote
experience.
an analysis paragraph
about their experience.
Creativity
The interview was
The interview questions
conducted in a creative
were completed, but failed
manner (interviewed two
to express and new ideas.
subjects separately).
Questions were not
Interview questions
specific to the subject.
expressed novel
information & required the
subject to elaborate.
Professionalism
Engagement
Notes:
8
Interview questions were
relevant and appropriate.
Questions were organized
from hard to soft. The
subject was carefully
chosen by the interviewer
and the interview was on
point and professional.
The student was actively
engaged in his/her
learning and participated
thoroughly in this
assignment. Interview
questions were creative,
engaging, and interesting.
Student asked follow-up
questions and followed
appropriate interview
etiquette (as discussed in
class).
Interview questions were
irrelevant to the subject
and the topic under study.
Student conducted the
interview in a professional
manner, but failed to
organize questions
effectively.
The student actively
participated in this
assignment. Interview
questions were engaging
and relevant. Student
conducted the interview,
but failed to follow
interview etiquette and
techniques as described in
class.
1
Student failed to produce
any analysis of the
interview activity through
way of the analysis
paragraph. Interview
questions were irrelevant
to the assignment.
Points:
/9 pts.
Student failed to create
relevant and interesting
questions. Questions were
not specific and the
interview lacked focus and
depth.
/9 pts.
Interview questions were
inappropriate and lacked
order. Hard and soft
questions were not
organized or evenly
distributed.
/9 pts.
The student failed to
engage their interview
subject. Questions were
incomplete and interview
etiquette was not followed.
/9pts.
Total:
/36
SUMMATIVE
Sample A: Summative and Holistic
Synthesis Essay
For this assignment, you will write a 3-4 page synthesis paper in which you use two texts we’ve explored in
class over the past few weeks.
Your essay should contain these elements:
 Good ideas built around a central thesis.
 Texts from class reading are used to support an argument.
 Logical organization and attention to sentence variety and fluency.
 Use proper MLA citation.
We will use the “Holistic Scoring Guide” to evaluate the essay. Available via BlackBoard. Don’t forget to refer to your
textbook for tips and examples.
A few words about writing your thesis:
As always, your thesis should make a specific argument. Go back over your Writer’s Notebook entries and look for
elements of readings that really stood out to you. What can you say about what we’ve learned in class that can be
supported by two texts?
Don’t worry! We will conference 1-2 times BEFORE you turn the essay in for a grade and as always, you will make at
least one revision. You will have some time to write in class and time to work with your peers.
Due Date:____________________________________
Holistic Scoring Guide
9-10
Expresses exceptional (10) or superior (9) awareness of the complexity of the issue(s). Eloquently (10) or
effectively (9) analyzes the topic. Uses apt and specific references to demonstrate comprehension and
awareness. Need not be without flaws but is characterized a consistent control over elements of effective
writing. Demonstrates the ability to illustrate ideas with clarity and skill.
7-8
Expresses some awareness of the complexity of topic. Less precise, less thorough or less convincing than
the best responses. May use fewer specific references. May share observations, but more surface level
than deep analysis. Demonstrates an ability to illustrate ideas clearly, but with less complexity and control
than the best responses.
5-6
Attempts to respond to the topic, but does so superficially or unconvincingly. Analysis of the text may be
oversimplified or vague. Writing is adequate to convey the writer’s thoughts, but is typically not as well
conceived, organized, or developed as upper half responses.
3-4
Responds to the topic incompletely. Discussion of topic is limited and\or erroneous. Demonstrates weak
control over the elements of composition. Typically contains recurrent stylistic flaws and lacks specific
references to the text.
0-2
Fails to respond adequately to the topic. May be confused by the topic. May omit important ideas entirely.
Generally, unacceptably brief or poorly written on several counts. Although may make some attempt to
respond to the topic, views typically are presented with little clarity, organization or supporting evidence.
9
Sample B- Summative and Objective
English 101
Rough Due: March 27th
Final Due: March 29th
Critique Assignment
STEP 1(75% of the assignment grade is based on step 1)
Your task: In this essay, we will negotiate our claims against some aspect of an issue that we find disconcerting about
Hurricane Katrina or about how Zeitoun was profiled by the NOLA police.
A critique is when we understand something about a perspective(s) on an issue and take a stance about how our own
opinion clashes with anothers’.
Due dates: Rough draft due in class on 3/27; please bring enough copies to class for each member of your
writing group and myself: Your paper will be workshopped before it is published (including prewriting, rough drafts,
final drafts and reflective pieces). Each of these components will go into section two of your portfolio. Save and label
everything!!!!
Content Reminders- keep in mind the following areas when you writeEvidence of research: how you use the evidence that you have collected to support and refute your thesis. Your
evidence must be cited properly.
details: how you use details to show your opinion through the evidence
reflective: how you think about the evidence as it relates to others. What are the implications of the evidence? Are
others harmed? Supported?
analysis: dissect the thesis- and analyze the evidence that you have collected as it refutes and affirms your
topic. What would an expert, an outside voice say on this topic?
beyond me: what does my conclusion and final synthesis mean for the reader? what is the lesson learned? how can
others learn from this experience? What perspective(s) can others glean from this research?
PAPER RQUIREMENTS
Additionally each paper must:
• be approximately 5-6 pages in length,
• have a heading (left hand corner) Name, ENGL101, date, see pg. 5 of syllabus
• include a header
• have a title, centered, about 2 inches from top of page,
• have all pages numbered, beginning with first page, in the upper right hand corner,
• be double spaced,
•be 10 or 12 pt font (preferably Arial or Times), formatted along with either APA, Chicago or MLA guidelines. Be
consistent with whichever guidelines you choose. MLA does not use a cover page
• must include three expert opinions and create a bibliography with references
-at least two experts must affirm your claim
-one-two experts should refute it- start your research now!!
• have one-inch margins.
STEP II
WHEN YOU SUBMIT YOUR FINAL PAPER
Writing Reflections (25% of the assignment grade is based on step II)
YOU MUST write a reflection of your cultural analysis paper. Writing a reflection about your discovery will be the way
that you “create and disclose” to yourself and others the meaning of your experience and will allow you to better
understand your personal control (or lack thereof) over the writing process.
Simply put, a written reflection is a record of your thinking about the process of your portfolio item along with the final
written product. Consider the following questions along with others that arise from your experiences as you think about
what to include in your reflection: What worked well for me? What didn’t work well? What problems did I
encounter? How did I solve them? How many drafts did it take to get me to where I was satisfied with it? Who/what
provided help? What did I learn about myself as a writer—topic choice, need for time, need for help? Ultimately,
10
writing a reflection should provide some insights and understanding while helping you make sense of your writing
experience so that you learn something about writing and yourself as a writer.
Reflections should be about 1 page long, double-spaced and may be written/word processed and will be submitted
with each portfolio item.
STEP III
Turn in your paper in a folder with:
1.
pre-writes 1 and 2
2.
rough draft(s) with comments you’ve written from your peers
3.
final draft with bibliography
4.
writing reflection
11
Sample Assessment C- Summative and Objective
Content
Focus
Development
Organization/Unity
References
Formatting
Mechanics
Other Notes
Reflection
A to High B
Shows excellent evidence of research that both
affirms and refutes the thesis. Shows excellent
reflection and analysis of the topic as it relates
to the research.
Writes within the genre of a critique paper
Abundant details and evidence used to fully
develop paper’s focus. Quotations used that
affirm and contest the thesis, follows logically
and sequentially
Paper is coherent, with headings signaling
shifts to sections. There is a distinct beginning,
middle and end with effective transitions.
Paragraphs are well developed with topic
sentences and major and minor points. Reader
can easily follow writer’s train of thought
Has at least three outside references: 1 counters
the topic and 2 affirm it per major point.
Citations are masterfully given in the body if
the paper. Bibliography is written masterfully.
• be approximately 5-6 pages in length,
• have a heading (left hand corner) Name,
ENGL101, date, see pg. 5 of syllabus
• includes a header
• have a title, centered, about 2 inches from top
of page,
• have all pages numbered, beginning with first
page, in the upper right hand corner,
• be double spaced,
•be 10 or 12 pt font (preferably Arial or Times),
formatted along with either APA, Chicago or
MLA guidelines. Be consistent with whichever
guidelines you choose.
• have one-inch margins.
Few or no grammatical errors
Submits prewriting and rough drafts
Can include graphs, pics, charts, stats
Writer masterfully applies research to self,
while synthesizing information.
Low B to C
Shows some evidence of research that affirms
and refutes the thesis. Does not develop a clear
sense of how the evidence gathered has any
significance to the thesis.
Focus not always clear; deviates somewhat
from a critique paper
Focus developed with some details/supporting
evidence. More telling than showing, does not
adequately develop the argument throughout
the paper
Coherent in most parts. Some material may
work better in other sections. There is
somewhat of a beginning, middle and end with
adequate transitions. Paragraphs are somewhat
developed with topic sentences and with
tentative major and minor points. Reader may
experience some difficulty following writer’s
train of thought
Has at least three outside references: 1 counters
the topic and 2 supports it per major point.
Citations are adequately given in the body if the
paper. Bibliography is written adequately.
Formatting deviates somewhat from
expectations provided
D and F
Poor use of evidence and vapid use of evidence
as it relates to the thesis.
Few/minor errors; no interference with reading
Submits some prewriting and rough drafts
Major errors that interfere with reading
Does not submit prewriting and/or rough drafts
Writer somewhat applies research to self, while
synthesizing information.
Writer does not adequately discuss research as
it relates to self nor synthesize information
Writes in multiple genres and does not fulfill
the expectations of a critique paper
Claims insufficiently supported by evidence
from prewriting and drafts
Coherence is problematic; writer’s train of
thought difficult to follow. There is little sense
of a beginning, middle or end. Some material
misplaced
Does not cite when writing calls for it
Formatting deviates significantly from
expectations provided
SENSATIONAL(ist)!
3pts.
TOTALLY
DRAMATIC 2pts
RUMOR
STARTER 1pt.
Student thoroughly
adapts their voice to inclue
sensationalist language and
modifies their writing voice to
fit the genre assigned. Utilizes
“million
dollar words”
frequently and
expertly.
Student uses
sensationalist language
and their voice shows this
adaptation. Million dollar
words are present
Darn it! This article
is too believable! Student
should revise to include
more sensationalist
language!
Composition and
Creativity
Student’s article
contains a beginning, middle
and end, is compelling and
arranged in a linear fashion.
Article is unique and gripping
to an audience. Headline is
interesting/funny/etc.
Drawing is present and wellthought-out.
Students article is
well composed and
makes for an interesting
read. Headline is unique
and follows guidelines.
Drawing is present and
fits the story given.
Article should be
revisited to clarify ideas.
Headline needs a bit
more pow! Whoops! I
can’t find the drawing.
Completion/Time
Management
Student utilizes their
time wisely and
completes the task
assigned.
Student engages in
side-conversations
sometimes, but
completes task in the
allotted time.
Oops! Student
engaged in too many
side discussions. Still
needs to complete
assignment.
Integration of
Quotes from R+J
See Objective #1
Sweet! Student
included two strings/ of
dialogue from Romeo and
Juliet!
Good! Student
included one string of
dialogue.
Whoops! Student
forgot to utilize
dialogue.
Sample A-Linking to text
(Authentic/Formative)
Voice and
Language
Summary
Formative
Assessment
Super Summarizer!
(3pts)
Successful
Summarizer! (2pts)
Soon-to-be
Summarizer! (1pt)
Summary
Student summary is short,
(one paragraph)
easy to access and easy
to read.
Student summary is two
paragraphs. Easy
to access and easy to read!
Student summary is
greater than three
paragraphs! Keep it short
and sweet!
Some statistics and
direct quotes are
presented in bullet point
format.
Don’t forget to put
statistics and direct quotes in
bullet-point format. (This
makes them easy to access).
Student uses proper
MLA formatting in
most of their citations. In-text
citations and full citations are
included.
Student uses proper
MLA formatting in a
few of their citations.
Don’t forget to
include in-text and full
citations!
Bullet Points
Citations
Essential Question
TOTAL
/12pts.
Statistics and direct
quotes are presented in
bullet-point format
Student uses proper
MLA formatting in all
their citations! In-text
citations and full citations are
included!
Student includes at least
two essential
questions!
Student includes one
essential question.
Whoops! Don’t forget to
include that
essential question.
CENSORED UNIT PLANS
Sample B- Authentic/Informal
Research Informal
Assessment
If Yes, Success! (1pt.)
Emerging
Was student on task during research
time?
Did student follow the research
format modeled in
class?
Did student use appropriate
sources?
Socratic Seminar
Participation Informal
Rubric
If Yes, Success! (1pt.)
Emerging
Did student do their best to
participate in the Socratic
seminar?
Did student often cite
references?
Could student draw
connections to other
learning?
Total:
/3pts.
Note Catcher
Informal/
Formative Rubric (9pts
possible.)
Completion
NFL Running Back
(3pts.)
Student responded to
each of the eight tables
Catch-and-Release
(2pt.)
Fumble! (1pt.)
Student responded
5-7 of the eight
Student responded to
4 or fewer prompts.
Student collected
enough information to be
prepared to discuss during the
Socratic seminar.
Student needs more
information
for
the
upcoming Socratic seminar.
Great! Student
added a few extra thoughts
to their notes.
Whoops! Don’t
forget that it’s important to
revisit your ideas!
given.
Information
Captured
Additional Insight
Student collected a
substantial amount of
information. Plenty of ideas
to use for the upcoming
Socratic seminar!
Wow! Student
returned to the note- catcher to
add further insight and to their
notes. It’s clear they’ve put
additional thought
into this!
QUESTION FORM:
I would like to ask the following question during our Socratic
seminar
Name (won’t be shared, only for participation pts.)
I would be interested in leading our Socratic: Yes
No
14
Sample C- Authentic Summative with criteria
Socratic Seminar
Position Statement
Summative Rubric
Socrates Incarnate
(5pts)
Socrates’ Protégé
(3pts)
Scholarly
Apprentice (1pt).
Voice
Student uses
expressive vocabulary, a
sincere voice and shows
the ability to connect with
the audience.
Student shows exceptional
ability to reflect and
connect ideas beyond the
things discussed in the
Socratic seminar.
Ideas are unique,
interesting and thoughtprovoking. Student
shows a deep
understanding of the
subject.
Student makes frequent
strong and thorough
connections to in-class
activities, readings, films
and the Socratic seminar to
support ideas. (At least 5).
Student uses appropriate
vocabulary, sincerity
and understands the
audience with whom
they aim to connect.
Student is able to
reflect and connect
ideas to the Socratic
seminar and a few
areas beyond. Ideas are
unique and show the
student’s understanding
of the subject.
Don’t forget to use
expressive vocabulary and
speak sincerely! We want
to hear your awesome
ideas!
Student sometimes
connects ideas and
reflections to the Socratic
seminar. Ideas are unique
and show
the student’s emerging
understanding of the
subject.
Student makes some
strong connections to inclass activities,
readings, films, and the
Socratic seminar to support
ideas.
Whoops! Don’t forget to
make connections to our
in-class activities, readings,
films, and the Socratic
seminar to support ideas.
Student shows
variation in rhythm and
tone and fluidity. Reader
can easily access writing.
Student’s writing is
accessible to readers .
Student shows an emerging
strong voice!
Reflection/Ideas
Connections to
Movie, Reading,
etc.
Sentence Fluency
/Paper Clarity
TOTAL
15
/20pts.
Student Project
Summative
Assessment
Voice of the People
(5pts.)
Proponent of Social
Change (3pts.)
Activist Acolyte
(1pt.)
Synthesis of
Information
Student was able to build
upon in-class readings,
assignments, group work,
activities, videos, etc. to
create a dynamic, unique
and gripping project.
Student used in-class
readings, assignments,
group work, activities,
videos, etc. to create a
unique and gripping
project.
Student forgot to use inclass readings, assignments,
group work, activities,
videos, etc. to create a
gripping and unique project.
Selection of Project
Student selected project
based on personal
philosophy, community
need, personal passion or
other powerful
emotion/idea. Project
impacts their community
positively
while pushing for social
change/improvement.
Student selected project
based on personal
philosophy, community
need, personal passion or
other powerful
emotion/idea. Project
impacts a small group of
people positively.
Remember to choose a
project that has meaning to
you! Work toward achieving
something
you believe in!
Evidence of Effort
Project shows student
spent a lot of time, effort
and hard work.
Project is thorough, well
thought out, artistically
rendered, well written OR
well said, etc.
Project shows student put
forth good effort. Project
is complete, thought out,
well- rendered, etc.
Remember to do your
best all the time! It’s one
of our classroom norms!
Project Completion
Student saw the project to
completion and was able to
provide evidence of that fact
by either bringing the project
in, sending a link, taking
pictures of the project, etc.
Student
implemented the
2
project .
Project is still in the
works and student
showed evidence of
what has been
completed.
Student is still formulating
project. Please provide
evidence of your
accomplishments!
2 This might include sending off a letter to congress, a letter to the editor, hanging a piece of art in
the school, uploading a video to YouTube, organizing and participating in a peaceful protest, etc.
Student End of
Project Paper
Summative
Assessment
Nailed it! (5pts)
You got this! (3pts)
Movin’ On Up! (1pt)
Inclusion of
Readings
Student was able to draw
deep and meaningful
connections between class
readings and the project
they completed. Clear
evidence of high-level
thinking and ability to draw
several connections
between sources of
information.
Student draws connections
between class readings and
the project they completed.
Student demonstrates careful
thinking and draws a few
connections between sources
of information.
Whoops! Don’t forget to
draw connections between
class readings so I can see
your unique thought
process! Class readings are
important
to include in a paper
like this!
Connection to InClass Activities
Student was able to relate
their project back to in class
activities and discussions.
Shows deep thinking that
extends beyond the
classroom.
Student was able to draw a
connection, or relate to, or
empathize with Ai Weiwei
in some way (or presents
ample evidence and reasons
why the student did not
experience these
things). This is
demonstrated by a clear
connection to the film
present in the students’
writing.
Student uses in-class
activities to illustrate
things learned. Shows
thinking that extends
beyond the classroom
Don’t forget to connect
your project to in-class
activities! Oops!
Student discusses Ai
Weiwei in their paper and
shows evidence of their
understanding of his
efforts, ideas and situation.
This is demonstrated by a
present connection to the
film.
Please don’t forget to make
a connection to Ai Weiwei
in your final paper! What
did you think? Did you
empathize or relate to
Ai Weiwei in any way? Or
do you disagree with him?
Student voice is fluid and
includes sentence variation
and relevant vocabulary. The
details of the project
(struggles, celebrations, etc).
are clear, accessible and
interesting to the reader.
Student is able to show the
importance of their project
and connect with the reader.
Student voice includes
sentence variation and some
relevant vocabulary. Project
details are present in the
paper. Student tells us the
importance of their project.
Student voice includes a few
instances of sentence
variation and vocabulary
usage. Remember to present
project details clearly. (The
reader is interested
in your awesome ideas!)
Connection to Ai
Weiwei Film
Voice and Project
Details
17
Sample D- Authentic Group with criteria, linking to text
Literature Based Activity:
1.) Read the question provided out loud among your group members.
2.) Discuss the questions. Ensure every member has a chance to speak. If someone disagrees, include their perspective in
your answer!
3.) Use “Civil Disobedience” to support your ideas. Provide an explanation of the text you cite in your own words!
4.) Connect your answer to other things we’ve seen, read or discussed in class!
Group Answer Rubric:
Group Answer
“Mystery Envelopes”
Formative Rubric
The Fantastic Four
(or Five)
Groupers!
Emerging Troupe
Evidence of
Understanding
Students show
evidence of understanding
the text, can reiterate the
content in their own words.
Students show some
evidence of
understanding the text.
Remember our class
norm: if you’re uncertain
of something, ask!
Questions are great
learning tools!
Connection to Other
Readings
Students were able to
connect their ideas to other
things we’ve seen, read or
discussed in class.
Students show some
evidence of connection to
things we’ve seen, read or
discussed in class.
Whoops! Students
forgot to connect their answer
to things
we’ve seen, read or
discussed in class
Evidence of
Communication
between group
members
All student voices and
opinions were present
in answering the
question.
Some student voices were
present in
answering the
question.
Oh-no! Include all voices!
No voice can
be censored!
18