Assessments+and+Rubrics

**Summative Assessment - Rubric**
 * ** Collaborative Project **

The topic for this year’s collaborative project is America Land of the Free: A Melting Pot of Cultures. As a group,our class will approach this project through the __#|study__ of song, speeches, poetry, novels and short stories. The pieces that the students will read and respond to will be pieces written by immigrants and natural citizens that have come to call America their home. This project is designed to get students to __#|start__ looking at America and how other cultures contribute to this country. Students will study the stories, research and write about themes and motives present in the pieces. The students will participate in numerous enrichment activities to expand their views on how America has become a Melting Pot of cultures.

Students will work in groups of three. The group will create and utilize a wiki to share information and work collaboratively by editing each other’s work and sharing links and information by introducing a variety of American Literature authors. Students will also utilize the wiki to discuss the literature that they read focusing on the authors writing style, word choice, and imagery. || (e.g., where story is set, order of action, and character development) || The students did an outstanding __#|job__ analyzing and relating the author’s story elements in regards to how it relates to the story or drama. || Students did an effective __#|job__ analyzing and relating the author’s story elements in regards to how it relates to the story or drama. || Students did an adequate __#|job__ analyzing and relating the author’s story elements in regards to how it relates to the story or drama. |||| Students did a __#|fair job__ analyzing and relating the author’s story elements in regards to how it relates to the story or drama. || Students did a poor __#|job__ analyzing and relating the author’s story elements in regards to how it relates to the story or drama. || There is no evidence of any summarizing or analyzing of story elements. ||  || (e.g., where story begins and ends, comedic or tragic resolutions, etc. ||  The students did an outstanding job analyzing how the author structures specific parts of the text as it relate to the overall structure, meaning, and aesthetic impact of the literary piece.  ||  The students did an effective job analyzing how the author structures specific parts of the text as it relate to the overall structure, meaning, and aesthetic impact of the literary piece.  ||  The students did an adequate outstanding job analyzing how the author structures specific parts of the text as it relate to the overall structure, meaning, and aesthetic impact of the literary piece.  ||||  The students did fair job analyzing how the author structures specific parts of the text as it relate to the overall structure, meaning, and aesthetic impact of the literary piece.  ||  The students did a poor job analyzing how the author structures specific parts of the text as it relate to the overall structure, meaning, and aesthetic impact of the literary piece. || There is no evidence of any analyzing or identification of text structure. ||  ||  ** Collaborative Project ** **Formative Assessment** During the course of the day, teachers will observe the progress of the groups. Formative assessments will be given to both the group as a whole and to individual group members. While formative assessments are often considered “informal”, it helps to keep a record as to when formative assessments occur and document the progress of both the individual student and the group as a whole. The formative assessment process should be relatively quick and address specific aspects of the project. Note cards are encouraged to be used to keep record of this progress. The format of the note card should look something like this:
 * || = 5 = || = 4 = || = 3 = |||| = 2 = || = 1 = || = 0 = || = TOTAL = ||
 * ** Wiki Creation ** || A functional interactive wiki was created utilizing an appropriate platform in which all pages are correctly created and categorized by all members of the group.  || The wiki is fucntional but and has the appropriate number of pages but they not correctly categorized by all members of the group. ||  A functional interactive wiki was created utilizing an appropriate platform but only 3/4 of number of pages were were correctly created and categorized  ||||  A functional interactive wiki was created utilizing an appropriate platform but only 1/2 of number of pages were were correctly created and categorized  ||  A functional interactive wiki was created utilizing an appropriate platform but only 1/4 of number of pages were were correctly created and categorized  ||  A wiki has not been created and there are no members joined.  ||   ||
 * ** Central Ideas and Themes ** || There was a comprehensive and thorough summary of 2 or more central themes and ideas that provided an outstanding summary and account of the literary piece and its objectives.  ||  2 or more central ideas or themes were effectively identified and analyzed as to how they build and interact within the literary piece in order to create an effective account and objective summary  ||  2 or more central ideas or themes were adequately identified as to how they interact within the literary piece in order to create an objective surmmary  ||||  1 central idea or theme was identified and analyzed as to within the literary piece in order to create an objective summary  ||  1 central idea or theme was identified but there was little or no analyzing or identifying of summaries or objectives within the literary piece  ||  There is no central idea or theme identified.  ||   ||
 * ** Story Elements **
 * ** Text Structure **
 * ** Character Point of Views ** || The students do an outstanding job analyzing various character points of view in terms of satire, sarcasm, irony, or understatements.  ||  The students do an effective job analyzing various character points of view in terms of satire, sarcasm, irony, or understatements.  ||  The students do an adequate job analyzing various character points of view in terms of satire, sarcasm, irony, or understatements.  ||||  There is limited analyzing of character points of view as it relates to satire, sarcasm, irony or understatements.  ||  There is poor analyzing of character points of view as it relates to satire, sarcasm, irony or understatements.  ||  No analyzing of character points of view is evident.  ||   ||
 * ** Citations **
 * (Content) ** || The students utilize citations that provide strong and thorough evidence as to what the text explicitly says as well as what it infers.  ||  The students use citations that provided effective evidence explains what the text explicitly says as well as what it infers.  ||  The students use citations that provide adequate evidence explains what the text explicitly says as well as what it infers.  ||||  The students use citations that provide limited evidence explains what the text explicitly says as well as what it infers  ||  The students use citations that provide poor evidence explains what the text explicitly says as well as what it infers  ||  Citations are not evident.  ||   ||
 * ** Writing Content and Style ** || The students provide outstanding evidence of clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.  ||  The students provide effective evidence of clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.  ||  The students provide adequate evidence of clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.  ||||  The students provide limited evidence of clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.  ||  The students provide a poor use of evidence of clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.  ||  Writing content is not addressed.  ||   ||
 * ** Writing Organization, Process, and Construction ** || The students do an outstanding job of providing evidence of planning, revising, editing, rewriting, and modifying all written reflections, summaries, and thoughts as it relates to the literary piece’s specific purpose and audience.  ||  The students do an effective job of providing evidence of planning, revising, editing, rewriting, and modifying all written reflections, summaries, and thoughts as it relates to the literary piece’s specific purpose and audience.  ||  The students do an adequate job of providing evidence of planning, revising, editing, rewriting, and modifying all written reflections, summaries, and thoughts as it relates to the literary piece’s specific purpose and audience.  ||||  There is limited evidence of planning, revising, editing, rewriting, and modifying all written reflections, summaries, and thoughts as it related to the literary piece.  ||  There is a poor use of planning, revising, editing, rewriting, and modifying all written reflections, summaries, and thoughts as it related to the literary piece.  ||   ||   ||
 * ** Use of Technology ** || Students provide outstanding evidence of using technology when producing, publishing, and updating all individual and shared written products.  ||  Students provide effective evidence of using technology when producing, publishing, and updating all individual and shared written products  ||  Students provide adequate evidence of using technology when producing, publishing, and updating all individual and shared written products  ||||  There is limited evidence that technology was used to assist students in the production and publishing of student written products.  ||  There is little or no evidence of technology being used in the production and publication of student written products.  ||   ||   ||
 * ** Collaboration and Participation ** || There is evidence that each group member contributed, shared, and provided thoughtful and insightful input equally on the wiki thus, demonstrating effective collaboration.  ||   ||  There is evidence that 2 of the 3 group members contributed and provided thoughtful and insightful input equally on the wiki thus, demonstrating effective collaboration  ||||   ||  There is evidence that only one of the group members contributed and provided thoughtful and insightful input equally on the wiki thus, demonstrating effective collaboration  ||   ||   ||
 * ** Citations **
 * (Format) ** || All citations are correctly formatted utilizing an APA format  ||   ||  Citations are evident but are not formatted correctly.  ||||   ||  There are limited citations all of which, have incorrect formatting.  ||  No Citations are evident.  ||   ||
 * ** FINAL TOTAL ** ||||||||  ** /55 POINTS TOTAL **  ||
 * __Questioning/Feedback__**

Date: Group: Period: Project: __Assessment Issue:__
 * Name:

__Corrective Action Provide:__

__Date to Follow-up:__ ||

__This__ #|formative assessment__ involves each group member assessment the other group member’s work. In order for this to be effective, it often requires some training and teaching students to identify both the positives of their fellow students work as well as, what ways in which they might be able to improve their work and thus, improving their group as whole. It is important for students to understand how to appropriately provide praise as well as, constructive criticism in order for this to be an effective way to assess students. Students should identify TWO THINGS THEIR FELLOW STUDENT DID WELL base on what they have been have learned from the instructor and as well as project rubrics as well. Students should also provide ONE SUGGGESTION FOR IMPROVEMENT or a wish. Teachers can also formatively assessment by walking around the classroom and listening and eaves-dropping on student conversations and discussions.
 * Peer Assessment – Two Rights and a Wish**