PERFORMANCE-BASED ASSESSMENT AND SCORING RUBRIC

Performance-Based Assessment and Scoring Rubric

Katie L. Warren
CIL 621
University of Nevada Las Vegas

PERFORMANCE-BASED ASSESSMENT AND SCORING RUBRIC

Student Data
Maria (pseudonym) is 8 years old and attends second grade at an urban elementary
school. Maria is considered an English Language Learner with Spanish being her first language
and the language spoken at home. She is an only child and currently lives with her mother,
grandmother, grandfather, aunt and uncle. At home, she enjoys riding her bike,
swimming/playing in the water and playing with her toys. Maria has a positive attitude toward
school and enjoys math and reading.
Assessment Summaries
In assessment # 1 Maria was given the Elementary Reading Attitude Survey in order to
learn more about her attitudes toward recreational and academic reading. For recreational
reading her raw score was 25 placing her in the 20th percentile for second graders and for
academic reading her raw score was 31 placing her in the 62nd percentile for second graders. This
brought her full scale raw score total to 56 which places her in the 41st percentile for second
graders. It was concluded that Marias overall attitude towards reading is positive.
In assessment #2, Maria was given the Alphabet Recognition and Production
Assessments. In these assessments, Maria struggled to correctly name the following three letters,
often confusing them for one another:
(p): Maria named this letter q
(b): Maria named this letter p
(d): Maria named this letter p
In assessment #3, Maria was given the Yopp-Singer Test of Phoneme Segmentation.
Maria was given 22 words and asked to break the word apart to tell each sound in the word in
order. Maria correctly segmented 20 of 22 words, only missing two. With a score of 20/22, it was
determined that Maria is phonemically aware.

PERFORMANCE-BASED ASSESSMENT AND SCORING RUBRIC

In assessment # 4, Maria was given Morriss Spelling 1 and 2 Assessments. On spelling
test 1, Maria received a score of 30% and on spelling test 2, she received a score of 10%. It was
concluded that many of Marias misspellings were phonetically appropriate. She is struggling
with orthographic awareness as she is having difficulty in identifying letter-sound relationships
and basic spelling patterns.
In assessment # 5, Maria was given Morriss Word Recognition Assessment. She was
given the preprimer word list in which she received a score of 90%, the primer word list in which
she received a score of 75% and the first grade word list in which she received a score of 20%.
Based on the analysis of these scores, it was determined that Marias instructional level is the
primer word list.
In assessment #6, Maria was given Morriss Concept of Word Assessment. In this
assessment Maria was asked to read the four-page Katie book. For the first part of the
assessment, the test administrator points to each word on the page with her finger and reads them
aloud; Maria is asked to do the same. For the second part of the assessment, the test
administrator points to two target words on each of the four pages and asks Maria to read them.
For this assessment, Maria received a score of 11/12 missing the word very in which she first
read as airy, then as berry. Per the scoring criteria outlined in the text, a score of 11/12 indicates
a good concept of word in text.
In assessment #7, Maria was given Morriss Passage Reading and Comprehension
assessment. It was determined that Marias instructional level is the primer level. Marias errors
in the primer passage were substitutions with only 1 self-correction. The following are a few
examples of substitutions Maria made when reading the primer passage: for the word pictures
she read it as princess, for the word clouds she read it as castle (4 times), the word castle
she read as crowly and for the word watch she read it as catch. Though Maria read 42
words per minute with an accuracy of 86% she was not self-monitoring while she read. She was
not able to understand that the words she was substituting did not make sense in the story. In
addition, she was not using the pictures to help her as the picture in the passage shows a castle in
the clouds. In addition, with both passages Maria did not demonstrate strong fluency skills as she
rarely read with expression or paused at punctuation, etc.

PERFORMANCE-BASED ASSESSMENT AND SCORING RUBRIC

In assessment #8, Maria was asked to write about something she enjoys. She chose to
write about spending time with her aunt. Her writing sample showed pictures illustrating the
sentences that she wrote. Using Sloan's (2009) Analytic Traits Writing Rubric, it was determined
that Maria is struggling with spelling, conventions and writing in complete sentences and is in
the emergent stage of writing development.
Lesson Justification
After administering, scoring and analyzing the various assessments, it is clear that Maria
has several areas that need attention through intensive instruction. In assessments 4-8 Maria
struggled greatly with spelling, word recognition, reading/comprehension and writing skills. This
is concerning as Maria is a second grader and should be showing more mastery in these areas
than she is. Maria is also an ELL student and many of her areas of concern/need are common for
ELL students her age. For the purpose of this assignment, I have decided to create a writing
lesson. For the writing assessment, Maria was asked to write about something she enjoys. For
this lesson, I have decided to create a personal narrative writing activity that will once again
require Maria to draw on her own experiences by having her write about her best day ever. This
lesson would be conducted in a small group intensive setting where the other students are ELL as
well. This lesson will take several days to complete, will follow the gradual release model and
will include modeling of each step by the teacher.
Though Maria has several areas of need, I chose to focus the lesson on writing per our
discussion in Module 10 where it was pointed out that writing instruction in the primary grades is
often not as intensive as reading instruction. With Maria being an ELL student and writing being
the last stage of language development, I feel it is important to provide Maria as many
opportunities to write as possible. Particularly in a small group setting where the lessons can
focus on her areas of need.
Lesson Plan
Essential Question(s): What is a narrative story? How does an author develop a narrative story
including relevant details?
Objective(s):

PERFORMANCE-BASED ASSESSMENT AND SCORING RUBRIC

Writing: W.2.3-Write narratives in which they recount a well-elaborated event or short sequence
of events, include details to describe actions, thoughts, and feelings, use temporal words to signal
event order, and provide a sense of closure.
Essential Question(s): What is a narrative story? How does an author develop a narrative story
including relevant details?
Language: L.2.2-Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Materials: Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst, Best
Day Ever Narrative Graphic Organizer, pencils, chart paper, and markers.
Introduction: Teacher will read aloud Alexander and the Terrible, Horrible, No Good, Very Bad
Day by Judith Viorst to students. When finished, teacher and students will discuss how events
could be changed in the story to make it Alexander and the Terrific, Fantastic, Very Good, Really
Great Day. Students will share ideas and discuss together. Teacher will explain to students that
they will be writing a personal narrative about their best day ever. Teacher will ask students to
turn to their shoulder partners and share about their best day ever. Students will then share whole
group.
Procedures: Throughout this multi-day lesson, teacher will model each step of the writing
activity/process before having students complete the steps with partners and/or independently.
Step 1: Teacher will introduce and model how to fill out the prewriting graphic organizer
(included after the rubric in this paper) by sharing her best day ever. Teacher will go through
each section of the graphic organizer modeling how to write a topic sentence, three transition
words, three events that made the day great and a concluding sentence.
Step 2: After teacher model, students will fill out their prewriting graphic organizer by writing a
topic sentence, three transition words with three events that made their day great and a
concluding sentence. Students will share their prewriting graphic organizers with a partner then
whole group.
Step 3: Teacher will model how to use the prewriting graphic organizer to write a rough draft on
chart paper. Teacher will model how to add details as she writes.
Step 4: Students will use their prewriting graphic organizers to write a rough draft of their Best
Day Ever! narrative.

PERFORMANCE-BASED ASSESSMENT AND SCORING RUBRIC

Step 5: Teacher will model how to edit/revise the rough draft of her Best Day Ever! narrative on
chart paper. To do so, teacher will add details and correct spelling/punctuation/capitalization, etc.
Step 6: Students will work with their writing partner to edit and revise the rough draft of their
Best Day Ever! narrative.
Step 7: Teacher will model how to write the final draft of her Best Day Ever! narrative on chart
paper.
Step 8: Students will independently write the final draft of their Best Day Ever! narrative.
Conclusion: Students will share their Best Day Ever! narrative in the authors chair.
Assessment: Final Draft of Best Day Ever! Personal Narrative

PERFORMANCE-BASED ASSESSMENT AND SCORING RUBRIC

Rubric
Grade 2 Personal Narrative Writing Rubric

Ideas

Organization

Voice

Conventions

1
Emerging
Mentions the
topic; uses
unclear or
irrelevant details.
Has little or no
organization;
does not include
transition words;
introduction and
conclusion
unclear.
Writing is
unclear; uses
unclear or
repetitive words;
uses simple or
incomplete
sentences.
Demonstrates
consistent
misuse of
capitalization,
punctuation,
grammar and
spelling.

2
Approaching
Somewhat
focuses and
develops the
topic; includes
few relevant
details.
Shows some
organization but
lacks structure;
includes few or
no transition
words;
introduction and
conclusion may
not be developed.
Uses simple
words and
language; uses
similar sentences
that do not flow
smoothly.
Demonstrates
inconsistent use
of capitalization,
punctuation,
grammar and
spelling.

3
4
Meets
Exceeds
Clearly focuses
Clearly develops
and develops the
the topic;
topic; explains
expresses ideas
ideas with
with strong
supporting details.
supporting
details.
Begins with a
Ideas are linked
topic sentence,
using transition
organizes ideas
words to support
logically, and
logical
provides a
organizational
conclusion; some structure; has an
transition words
interesting
are present.
introduction and
conclusion.
Uses descriptive
Uses engaging
language, and
and expressive
sensory details;
language; uses
uses varied
varied sentences
sentences that
that flow
mostly flow
smoothly.
smoothly.
Demonstrates
Demonstrates
basic use of
strong
capitalization,
understanding of
punctuation,
capitalization,
grammar and
punctuation,
spelling.
grammar and
spelling.

PERFORMANCE-BASED ASSESSMENT AND SCORING RUBRIC

My Best Day Ever!

Prewriting Graphic Organizer
Topic: Write a sentence that introduces your topic and tells when your
best day was.

Transition:

Transition:

Transition:

________________

________________

________________

First Event

Second Event

Third Event

Conclusion: Sum it up and write a hope or a wish.

PERFORMANCE-BASED ASSESSMENT AND SCORING RUBRIC

Conclusion of Lesson
Upon completion of this lesson, Maria should have a better understanding of how to write
a personal narrative with details. Since I am unable to have Maria complete the lesson, I will
discuss possible modifications for the activity. Due to the struggles Maria demonstrated during
the writing assessment, I allow Maria to illustrate each of the three events that made her day
special. In addition, I may allow Maria to dictate her writing to me and then have her copy what
was written in her own handwriting. Without having administered the assessment myself and
given that there was no video of Maria completing the assessment these are just a few possible
modifications. Additional modifications would be decided after further observations with the
child.
Reflection
Though conducting and analyzing these assessments through a video was difficult at
times, it challenged me to look deeper at the videos and analyze each assessment more closely. In
addition, it encouraged me to consider different outcomes and courses of action for instruction.
With the new school year approaching, this course was a great reminder of how conducting a
series of assessments can provide a full picture of our students. So often the required assessments
by the district only assess certain literacy skills and not all. It is important as the classroom
teacher to have a series of assessments that will give us all the information we need to assess our
students completely and provide proper instruction. As I have been setting up my classroom this
last week, I pulled some additional assessments, including a few from this course that I will be
conducting during the first few weeks of school and then again in the winter and spring.

PERFORMANCE-BASED ASSESSMENT AND SCORING RUBRIC

References
Kear, D.J. and McKenna, M.C. (1990). Measuring attitude toward reading: A new tool for
teachers. The Reading Teacher, 43(9), 626-639.
Morris, D. (2015). Morris informal reading inventory: Preprimer through grade 8. New York,
NY. The Guilford Press.
Sloan. (2009). Analytic Traits Writing Rubric. Adapted from Hill and Ruptic (1994).
Viorst, J. (1972). Alexander and the terrible, horrible, no good, very bad day. New York, NY.
Aladdin Paperbacks.
Yopp, H.K. (1995). A test for assessing phonemic awareness in young children. The Reading
Teacher, 49(1), 20-29.