Teacher’s Performance Assessment Plan for Students
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Teacher’s Performance Assessment Plan for Students
4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Performance Assessment- Students demonstrate their abilities in a multitude of ways. Some will demonstrate mastery on written assessments while others will shine during projects, presentations, or artistic expression. How can students prove their mastery of your chosen standard in an alternative form?
Create a performance assessment for your students. This will consist of three (3) parts: teacher copy (GRASPS and planning), interesting student copy (should grab students’ attention and make them excited to complete the assignment), and a rubric (used for scoring and explaining various levels of completion). As you begin to plan, remember that not all students are the same.
Work to incorporate choice into the assignment. This will also help the student create ownership of the assignment. In Appendix B, see “Teacher Planning: Performance Task Template” and “Example of Teacher GRASPS” for part 1, “Extra NEWS Paper” for part 2, and “Rubric Template Example” for part 3.
Teacher Planning: Performance Task Template
Subject and Topic:
Standards Assessed (Common Core): Be sure each standard is addressed in your
Additional Materials Needed: (can be “none”)
Primary Texts: Describe content of primary texts here. Append actual texts to the end of this document.
Describe content of primary texts here. Append actual texts to the end of
this document. In the case of media, include the source of the text.
Performance Task Description: (specific student instructions – broken down into
Scoring Rubric: (one or two criteria)
Example of Teacher GRASPS
Are Fruits and Vegetables Really Made of Cells?
Goal: To demonstrate that a given food is cellular and be able to clearly communicate this fact
Role: You are a scientist competing for a spot on the next space flight. In order to win your spot on the team, you must prove to the selection committee that you are the best scientist for the job. To do this, you must design an experiment that will demonstrate whether or not newly discovered planetoid organisms are cellular or non-cellular.
Audience: NASA space flight selection committee
Situation: The purpose of this new expedition is to explore a recently found planetoid that is capable of supporting human life. Initial surveys indicate that this planetoid is filled with plantlike organisms, many of which appear to bear edible fruit-like growths. Once scientists arrive, they will need to determine if these growths are edible by humans.
Your task is to select a food common on earth – apple, pear, potato, celery, banana, squash, tomato, turnip, radish, cucumber– and design and carry out an experiment that will demonstrate that the food is or is not composed of cells (the first step in determining edibility). You are restricted to the use of only these materials: compound microscope, slides and cover slips, iodine and methylene blue stains,
plant dissection equipment, cotton swabs, beakers, paper towels, and toothpicks. You must convince the selection committee that your process accurately shows the presence or absence of cells.
Product: Once you have determined that the food that you chose is or is not cellular you will demonstrate this fact to the committee by visually showing them your evidence and by drawing an accurately labeled diagram of the food showing the presence or absence of cells. A written summary of your findings is included.
Standards: See attached rubric.
Teacher’s Performance Assessment Plan for Students
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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