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.