Sandy Moore Performance Assessment 1 STEP I: Performance Assessment Topic The topic of my performance assessment is creating the middle

school newsletter. The 7th and 8th grade students in my Publications class have learned how to write articles for a specific audience, proofread and edit articles for publishing, and how to assemble and layout the articles to create the monthly newsletter. I want my students to organize this acquired knowledge to a new situation. I would like my students to work in small collaborative groups to create the final middle school monthly newsletter for this school year. Students can assign roles for article writers, proofreaders, editors, and publishers. In addition, students will choose to two students to be co-owners of the “newspaper”. Students will use the information learned from culminating activities throughout the school year to demonstrate their ability to organize, write, and publish the school newsletter for the final publication of the year. STEP II: Cognitive Process & Social Skills Assessed Lesson Topics 1. Assess students’ abilities to apply the writing process to create newsletter articles. Students will write creative and descriptive articles for an intended audience that demonstrate proficient use of proper English, capitalization, punctuation usage, and spelling skills. 2. Assess students’ abilities to proofread and make suggestions to other classmates’ article writings. Students will use Google Docs to create their articles. Other classmates will peer assess by proofreading and editing articles before issuing the articles for publication into the newsletter. 3. Assess students’ abilities to create, design, and publish the final issue of the middle school newsletter. Students will use PrintShop PressWriter to create, design, and publish the newsletter. 4. Assess students’ abilities to work cooperatively in a group from beginning to end to publish the middle school newsletter. Teaching Content I will teach students how to write articles for an intended audience. In this case, students will be writing articles of interest for Fisk Middle School students. I will teach the writing process and the steps involved in an organized. I will teach extensive lessons on proofreading, editing, and revising. Students will use Google Docs to write their articles so that all information can be saved and all revisions can be viewed. I will teach students how to use PrintShop PressWriter. Using PressWriter, I will teach students how to use various fonts and text size, create “eye-catching” headlines, and how to properly layout articles for reading. Throughout this entire process, I will teach students how to organize information and assign roles for publishing a

Sandy Moore Performance Assessment 2 newsletter. I will have students to work in pairs or groups to emphasize the importance of working together to accomplish a common goal, publish the middle school newsletter. Performance Tasks 1. Students will use Google Docs to write articles for the middle school newsletter. Students have been using Google Docs to write articles throughout the year, so this process will be familiar. 2. Students will apply the writing process to write articles using proper English, capitalization and punctuation for the intended audience of Fisk Middle School students. 2. After writing, students will peer assess other students’ article writings by proofreading, editing, and revising articles in Google Docs. 3. After revisions are complete, students will transfer the articles to PrintShop PressWriter designing an attractive, proper layout using creative fonts, text sizes, graphics, and headlines and publish the Fisk Middle School newsletter. 4. Students will work cooperatively from assigning roles to publishing the newsletter.

Sandy Moore Performance Assessment 3 Collaborative Skills Checklist Setting: __________________________________________ Total Time Observed: _______________________________ Directions: Place a (X) in the appropriate box if you saw the student demonstrate this skill as the small group was working Student Names  Skill Observed 
PRAISING Student complimented the work or contribution of a peer. LISTENING Student attended to others when they were speaking and acknowledged that s/he heard was said. FOLLOWED RULES Students compiled will all group rules. ASSISTING Student gave help when asked.

Date: ____________

DB

JC

TC

MG

TG

JH

TH

SH

SW

Sandy Moore Performance Assessment 4 STEP III: TASK DESIGN & DIRECTIONS Goal Relevance, Level of Difficulty, Multiple Solutions, Self-Regulated Learning All students have written articles on various topics for the Fisk Middle School newsletter throughout the year. I allowed students to make suggestions for articles, but, in the end, I made the final decision as to what topics would be covered. Sometimes I let students choose what topic to cover and write and sometimes I assigned students to a specific topic. While this was necessary at the time in order to prevent students from covering the same topic each month and to include a wide array of interesting topics, I want my students to brainstorm, access higherorder thinking to come up with new article topics or ways to come up with new article topics for their middle school readers. I want my students to experience the entire process as a writer/publisher. I want them to think, write, and publish as a writer/publisher in all facets. My students will be given the opportunity to collaborate amongst each other to choose article topics for the final newsletter of the school year. Students will continue to work together by assigning roles for proofreading, editing, and revising articles. Students will reflect on what they have learned throughout the year in regards to proper English, capitalization, spelling, punctuation, subject/verb agreement, etc. to write error-free articles. Students have learned how to access resources for revising articles when they are unsure if something is correct related to writing and communication arts skills. After completing revisions, students will be ready for the creating, designing, and publishing of the newsletter. Students will acquire higher order thinking skills by assigning new roles for the publication stage of the performance assessment. In addition, students will continue to think cognitively by creating a newly designed newsletter with their choices of fonts, text size, article “eye-catching” titles, and other things they feel is imperative to produce the Fisk Middle School newsletter that reaches the interest of all readers involved. Students will have to recall prior knowledge to begin the process. Students will use what they have learned to facilitate their learning and apply it to the real-life situation that is at hand. The level of difficulties of the performance assessment will vary from student to student depending on their strengths and weaknesses regarding the processes necessary to publish a newsletter. I feel the level of difficulty is high enough to require students to access their higher-order thinking skills in order to publish a new, creative, and unique newsletter. I think students will be very excited about this performance assessment because it gives each student the opportunity to excel in differ areas of publishing a school newsletter. Students can use their own imagination to come up with ideas for article topics, design layout, fonts, etc. to create a newsletter they completed on their own from beginning to end. They will own the resulted product. It will be their published writing. I believe the grade will not be as important as the accomplishment they get to “showoff” to other friends, teachers, and classmates in the middle school. Throughout the entire process, students will be building social skills through direct contact with their Publications’ classmates, peers, teachers, coaches, and administration.

Sandy Moore Performance Assessment 5 Learning Goals, Multiple Goals Objectives: Students will: • use correct grammar and spelling in articles • use proper English in articles • use correct structure and layout of article in PrintShop PressWriter • produce and publish written work, using appropriate technology (PrintShop PressWriter) • analyze and assess information and ideas • develop and improve keyboarding skills • develop and improve peer editing and proof reading skills • correctly site sources if applicable to their article • work collaboratively to publish the December Issue of The Royal Scroll Learning Outcomes/Objectives/Standards for Users Standards: NETS-S 1a. Students apply existing knowledge to generate new ideas, products, or processes. 1b. Students create original works as a means of personal or group expression. 2a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2b. Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. 2d. Students contribute to project teams to produce original works or solve problems. 4b. Students plan and manage activities to develop a solution or complete a project. 5a. Students advocate and practice safe, legal, and responsible use of information and technology. 5b. Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6a. Students understand and use technology systems. 6b. Students select and use applications effectively and productively. 6d. Students transfer current knowledge to learning of new technologies. Grade Level Expectations – Communication Arts 2B. Grade 7 – Use conventions of capitalization in written text. 2C. Grade 7 – In composing text, use comma rules for punctuating various sentence structures. 2D. Grade 7 – Use parts of speech correctly in written text. 2E. Grade 7 – In writing, use dictionary, spell-check and other resources to spell correctly. 2F. Grade 7 – In composing text, use complex sentences, precise and vivid language, and editing to eliminate run-on sentences.

Sandy Moore Performance Assessment 6

STEP III (Continued): TASK DESIGN & DIRECTIONS Written Task Directions, Clear Directions 1. The Publications class will work cooperatively with each other to attain the goal of publishing a new, unique, correct, well-organized, creative newsletter for the final Fisk Middle School newsletter of the school year. 2. You will apply the processes that we have practiced all year to accomplish this goal. 3. It will be best if you create the newsletter in a series of steps, with assigned duties, for everyone in the class. For example, A. Choose 2 leaders. They will be the co-owners of the newspaper. B. Select article topics. C. Assign writers, editors, and proofreaders. D. Write articles in Google Docs. E Collaborate together through the revision process. F. Assign roles for designing, creating, and publishing the newsletter. G. Collaborate together through the final processes of publishing and distributing the newsletter.

Sandy Moore Performance Assessment 7 STEP 4: SCORING RUBRICS I will need scoring rubrics and/or rating scales to assess the following: 1. Students’ writing skills for an intended audience. 2. Students’ proofreading, editing and revision skills. 3. Students’ publishing skills, including creativity and design lay-out, and students’ abilities to work collaboratively in pairs or groups to attain a common goal. I have selected the above scoring systems to accurately measure my desired learning outcomes for my students. I have created three methods to assess students learning: checklists, rating scales, and holistic scoring. I chose a rating scale to provide pre-established criteria for evaluating student products, processes, and performances. I used precise language and definitions of the subject scoring to provide students with a detail guide of what is expected of them. I also chose to create a couple of checklists. One checklist was created to evaluate students’ collaborative skills. The second checklist created is for students to use after writing their first article to help students proofread their paper. The holistic scoring rubric I created is to evaluate students’ performance of publishing the newsletter for distribution and students’ abilities to work collaboratively in a group to attain a common goal. I chose the holistic scoring rubric so students would be able to determine if they were progressing, meeting, or exceeding the intended goals of the performance assessment.

Sandy Moore Performance Assessment 8 ARTICLE WRITING RUBRIC STUDENT NAME: _______________________________________ STANDARD BEGINNING 1
1. Writes Clearly and Effectively A. Content
Student identifies a central topic in the opening paragraph.

DATE: ___________ EXCEEDING 4
Student identifies and elaborates on sophisticated central topic using complex, unique, and relevant detail. Adequate supporting details follow in the body paragraphs and the concluding paragraph is evaluative rather than summative. Student organizes information into highly effective structure using creative transitions. Student demonstrates use of a variety of sentence structures appropriate to form and an audience; always uses language conventions appropriately. Student presents argumentation logically, uses language and sentence structure to enhance style; critique writing of others for style.

APPROACHING 2
Student identifies and elaborates on a central topic in the opening paragraph and uses some supportive detail in the body paragraphs that follow.

MEEETING 3
Student identifies and elaborates on a central topic in the opening paragraph and uses relevant and adequate supporting details in the body paragraph that follows and concludes with a clear closing paragraph that is reflective of the central topic. Student organizes information into logical sequence of ideas connected by strong transitions. Student demonstrates correct use of compoundcomplex sentence structures; consistently demonstrates correct use of grammatical structures, punctuation, and capitalization. Student uses specialized vocabulary relevant to the topic and considers possible connotations in word choice; uses a variety of sentence structures and cadence for effect.. Student skillfully uses all stages of the writing process to create a piece of writing suitable for publication.
Student demonstrates awareness of the standards of good writing; evaluates strengths and weaknesses in own writing and that of others; uses feedback to

B. Organization

Student organizes information into paragraphs with some use of transitions. Student demonstrates knowledge of simple sentence construction; uses end punctuation and capitalizes correctly. Student demonstrates awareness of audience and purpose in word choice and sentence structure. Writes in limited number of forms. Student uses stages of the writing process with assistance.

C. Conventions

2. Addresses Audience, Purpose, and Form

Student organizes information into beginning, middle, and end structure; uses transitions to connect ideas. Student demonstrates knowledge of compound sentence structures; uses correct internal and end punctuation and capitalizes correctly. Student uses deliberate word choice and some variety in sentence structure appropriate to form, audience, purpose, and topic.

3. Understands and Uses the Writing Process

Student independently uses some stages of the writing process.

Student expertly completes all stages of the writing process; revises to enhance style. Student uses feedback to create strong, effective writing; provides feedback to others regarding their writing

4. Analyzes and Evaluates Writing

Student makes some attempt at selfassessment.

Student identifies some strengths and weakness in own writing; sets goals for improvement.

improve writing.

Sandy Moore Performance Assessment 9

Student Writing Checklist STUDENT NAME: _______________________________________ This will help you to proofread your paper! After you have a finished piece of writing, complete the following steps. Use blue to highlight capital letters. Use green to highlight all punctuation marks. Use yellow to highlight words that you are not sure are spelled correctly. Use pink to highlight words that could be improved (via a thesaurus, for example). Then ask yourself the following questions. Check the box when you have completed each task.                   Did I capitalize the first word of every sentence? Did I capitalize all proper nouns and proper adjectives? Did I end each sentence with a punctuation mark? Did I use apostrophes to show possession? Did I use apostrophes in my contractions? Did I put my commas in the right place? Do I need quotation marks anywhere? Are all of my words spelled correctly? Are there some words that I used too often? Do I have a subject for every sentence? Do I have a verb for every sentence? Does the subject always agree with the verb? Are my pronouns clear and correct? Are my paragraphs arranged in logical order? Is my writing easy to understand? Is my point easily understood? Do I have enough details in my sentences? Is my writing interesting? DATE: ___________

Sandy Moore Performance Assessment 10

Peer Assessment Rubric STUDENT NAME: _______________________________________ DATE: ___________

ASSESSMENT SKILLS
Demonstrate steps in the writing process 1. Proofreading, Editing, & Revision Suggestions A. Grammar Demonstrate steps in the writing process 1. Proofreading, Editing, & Revision Suggestions B. Mechanics

NO ATTEMPT 0
The peer assessor offers no suggestions for grammar, spelling, or capitalization errors

BEGINNING APPROACHING 2
The peer assessor offers 12 suggestions for errors in grammar, spelling, and/or capitalization. The peer assessor offers 12 suggestions for sentence structure/syntax and/or punctuation errors,

MEETING 6
The peer assessor offers 5-7 suggestions for errors in grammar, spelling, and/or capitalization errors. The peer assessor offers 5-7 suggestions for sentence structure/syntax and/or punctuation errors.

EXCEEDING 8
The peer assessor offers 8 or more suggestions for errors in grammar, spelling, and/or capitalization errors. The peer assessor offers 8 or more suggestions for sentence structure/syntax and/or punctuation errors.

4
The peer assessor offers 3-4 suggestions for errors in grammar, spelling, and/or capitalization errors.

The peer assessor offers no suggestions for sentence structure/syntax and/or punctuation errors.

The peer assessor offers 3-4 suggestions for sentence structure/syntax and/or punctuation errors.

Engages Fully in the Writing Process:

Demonstrate steps in the writing process

The writer does not participate in any revision or editing process, critique own and others works, or collaborate in the writing process.

The writer participates little in the revision and editing process based on suggestions (self and peer) though only simple edits to the draft are evident; little critique to own and others works; minimal collaborative effort and selfreflection (discussing the writing process).

The writer somewhat participates in the revision and editing process of any drafts based on suggestions (self and peer); offers some critique to own and others works; somewhat collaborates with others; and demonstrates some self-reflection (discussing the writing process).

The writer participates in the revision and editing process of any drafts based on suggestions (self and peer); critiques own and others works; collaborates with others; and engages in selfreflection (discussing the writing process).

The writer thoughtfully participates in the revision and editing process of any drafts based on suggestions (self and peer); thoughtfully critiques own and others works; willingly collaborates with others; and engages in selfreflection (discussing the writing process).

Sandy Moore Performance Assessment 11 Publishing Newsletter Rubric STUDENT NAME: _______________________________________ DATE: ___________

Sandy Moore Performance Assessment 12
INSUFFICIENT 0 NEEDS REVISIONS 1 MEETS STANDARDS 2 EXCEEDS STANDARDS 3

The newsletter The newsletter consists The newsletter consists consists of a couple of a few different of four different articles The newsletter consists of different articles articles written by a few written by four different four different articles written by a couple of group members. The group members. The written by four different group members. The Content articles are somewhat articles are persuasive, group members. All the articles are not persuasive, and they are but some are not articles are persuasive and persuasive, and they not very focused on the focused well on the are focused on the author's are not focused on the author's opinion about author's opinion about opinion about the topic. author's opinion about the topic. the topic. the topic. Requires constant Mastered the necessary Requires some help Requires little help components to complete Software assistance from from the instructor. from the instructor. Can project. Can teach others. Knowledge & instructor. teach others with some Usage assistance. One page eye Incomplete layout on appealing, second page Layout & all pages, no graphics, incomplete, graphics poor non-creative title inserted haphazardly, Design good title Two mostly complete pages, correct use of graphics, layout and font are somewhat appropriate, somewhat creative title Both pages eye appealing, appropriate use of all graphics & layout is clean and font is readable, creative title

The newsletter is somewhat attractive. The newsletter is very There are a few pictures attractive. There are pictures and clipart. It is and clipart. It is colorful. It colorful. It is not well is well organized in an easy organized in an easy to to read manner. read manner. Little off topic talking, Constant off topic Some off topic talking, group cooperates, work No off topic talking, group talking, little to no some cooperation, some well together, mostly on cooperation, always on task Group cooperation, off task off task behavior task Cooperation

The newsletter is not The newsletter is not very attractive. There attractive at all. There are no pictures or are no pictures, Appearance clipart, but there is clipart, or color. It is some color. It is not not organized in an very organized in an easy to read manner. easy to read manner.

STEP V: IMPLEMENTATION Time: Students will have eight (8), 50-minute class periods to complete this assessment.

Sandy Moore Performance Assessment 13 Reference Material: Students will be allowed to use any appropriate reference material for completion of this performance assessment. For example, students may use a dictionary, thesaurus, Internet searches, class notes, and acquired knowledge. Other people: Students will be allowed to ask help from other classmates to complete the project. Students will be allowed to talk to teachers, peers, and other staff members regarding information required to complete newsletter articles. Equipment: Students will have access to computers, the Internet, Microsoft Word spelling and grammar check, as well as other appropriate aids, to complete the performance assessment. Scoring Criteria: I will inform students of the standards that I will use to evaluate the performance and product. I will give students a copy of all scoring rubrics as a guide of what is expected for this assessment Assessment Delivery Structuring: I will describe the performance tasks as I have throughout the year, but emphasize that students will be required to complete this performance task by soliciting help from other reference materials and Publications’ classmates to write, create, design, publish, and distribute a new, unique Fisk Middle School newsletter for the final publication of the school year. I will give students a list of goals that I want them to meet and/or exceed at the completion of this performance assessment. I will access students’ prior knowledge by reviewing what we have covered this far in class as it relates to the performance assessment. I will give students a copy of all scoring guides so student understand the tasks requirements, what is expected, and how their performance and product will be evaluated before they begin this performance assessment. Motivation: I will motivate students by telling them that they will complete the final middle school newsletter for the school year from writing articles to distribution of the newsletter. I will encourage students by telling them they will own this work and their names will be on the print copy as the writers and publishers of this issue of the newsletter. I believe students will be excited and self-motivated to apply skills and knowledge learned throughout the year to publish an exceptional newsletter because their audience will be their number one critics-their peers. Coaching: I will review the writing process for articles for a newsletter, review capitalization, punctuation and grammar rules, and review proper sentence structure. I will use my SMARTboard to show Google Docs to students and review the process for logging on, using, creating, editing, and revising documents. I will also use the SMARTboard to show PrintShop PressWriter to do a general review. I will also hand out various copies of previous newsletters created by other students from previous years so students will have an example. Independent Work: I will assess students informally and formally throughout the performance assessment to provide meaningful feedback to students in order to promote a meaningful learning environment. I want students to be able to recall prior knowledge and apply what they have learned throughout this year to successfully publish the school newsletter with very limited facilitation from me. I want them to be confident in what they have learned to be self-motivated

Sandy Moore Performance Assessment 14 to create the newsletter for the intrinsic value of accomplishing a common goal by working with others in a positive manner and to promote social skills. Debriefing: I will have an open discussion with the Publications’ students to reflect on what they have learned through this performance assessment. Some of the feedback I give to students will be the scoring guides that I have created for this assessment. However, I want to emphasize to students that the grade in the end is not as important as the ability to work together as a group to attain a common goal. For further extension, I will have students read articles on the Internet and newspaper articles and critique the articles, make suggestions for improvement, and rate the interest of the article for its intended readers. I will also obtain copies of other middle school newsletters for students to critique layout, design, creativity, etc. to further develop their skills.

REFLECTION: Since M.A.P. testing was at the same time as this assignment, I had to allow students more time to complete this assignment because we did not have a regular class schedule for the first 3 weeks in April. However, I was very pleased with the outcome of the performance assessment. Students, who had been under a lot of pressure from M.A.P. testing and 8th grade end-of-course exams, worked very hard to assure they completed the assignment before my deadline. They were very excited to publish the final newsletter for the school year. We have not yet distributed the newsletters yet because we did not get them all printed Friday due to printer problems. But, the overall performance was a success and the students are very, very proud of “THEIR” newsletter. I have not yet completed all of the scoring rubrics, but will in the next week and complete reflection and extended activities with my students.

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