Asia Society's Graduation Portfolio System (GPS) EL-.

A Scoring Form

Performance Task Title: Student Work 10:

Scoring Dimension "Emerging" "Developing" .. ProfiCienUCollege Ready" " Advanced"
• Controlling ideaJthesis is • Controlling idea/thesis • Presents a clear controlling • Develops a clear controlling
STRUCTURE AND unclear or absent may be general or Idealthesis idealthesis that guides the
ORGANIZATION • Uses weak or indirectly stated • Uses arguments and writing or presentation
insubstantial arguments • Uses some arguments persuasive strategies for a • Uses effective arguments and
How effectively does the student and strategies and persuasive strategies specific purpose and persuasive strategies directed
organize and structure hislher • The writing may be to support a position audience to a specific purpose and
ideas when communicating them disorganized with ideas • The writing is organized, • The writing is organized and audience
to the reader? underdeveloped or loosely but ideas may not be structured with ideas • The writing is clearly organized
sequenced sufficiently developed or developed and logically and structured, with ideas fully
logically sequenced .sequenced developed and logically
0 sequenced, presenting a
coherent whole
The performance task does not
prompt students to produce
evidence for this dimension
0
The student work did nol provide
evidence of this dimension.
. EVidence that supports the selected score:

Cc.~ 'right Asia Society ana Stanford University School Redesign Network with Envision Schools

DRAFT, Apri/2010, p 2

Asia Society's Graduation Portfolio System (GPS) ElbA Scoring Form

Performance Task Title: Student Work 10:

Scarin Dimension

Summarizes, but does nol analyze or evaluate ideas or arguments

Single source dominates the inquiry with other sources only mentioned Makes little or no reference to author's style or use of language Relates works to personal experience, but may not situate works within any other contexts

ANALYSIS AND INQUIRY

How effectively does the student examine a complex, significant issue?

D

TIle perfonnance task does not prompt students to produce evidence for this dimension

D

The student work did not provide evidence of this dimension.

Evidence that supports the selected score:

Cites several sources and summarizes, but does not synthesize information Mentions author's style or use of language

Relates works to personal experience and refers to ether contexts

• Analyzes and evaluates the • ideas and arguments in texts

• Examines credibility of some sources and accurately

synthesizes information •

• Discusses author's style and refers to distinctive use of

language •

• Situates the works within their genres, cultural, historical

contexts, and/or personal •

experience

"Advanced"

Analyzes and evaluates the ideas and arguments in texts by examining implication and consequences

Examines credibility of a variety of sources and accurately and skillfully synthesizes information Analyzes author's style and distinctive use of language reflective of a cultural view Situates texts within their cultural, historical contexts, genres and/or personal experience and discusses their Significance and relevance

G

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DRAFT, April 2010, P 1

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Asia Society's Graduation Portfolio System (G.PS)

ElbA Scoring Form.

.

Performance Task Title:

Student Work 10:

Scoring Dimension "Emerging" "Developing" "Proficient/College Ready" "Advanced"
• Position, if evident, does • Presents a clear position • 1Develops a clear position • Develops an informed position
REFLECTION AND ADVOCACY not call for action or result thaI leads to a new about a multi-faceted issue about a multi-faceted issue that
in a new perspective perspec1ive that calls for action leads to a new perspective and
How deeply does the student • Uses language and media • Uses language and multi- • Uses language and multi- calls for action
rettec: on his/her leaming, ineffectively, resulting in media to present a media to present a clear • Uses language and multi-media
c/7anged views and attitudes and an unfocused position position position of advocacy to present a clear, compelling,
how effectively does the student • Does not mention insights • Mentions insights or '. Discusses new insights and and focused position of
develop and advocate a position or changed views changed views changed views or attitudes advocacy
or action? • Identifies choices and • Shows a general • Demonstrates a clear • Reflects on new insights,
decisions, but does not understanding that understanding that choices changes in personal views or
relate them to values or choices and decisions are and decisions are related to attitudes
0 contexts related to cultural and cultural, societal, and • Demonstrates a critical
personal values personal values and contexts understanding that choices and
The perionnance task does not decisions are reflective of
prompt students to produce cultural, societal, and personal
evidence for this dimension values and contexts
0
The student work did not provide
evidence of this dimension. Evidence that supports the selected score:

COpy. fir A oc c'ety and Stanford University School Redesign Network witll Envision Schools

DRAFT, April 2010, P 4

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Asia Society's Graduation Portfolio _System JGPS) ELA Scoring' Form

Performance Task Title: Student Work 10:

Scoring Dimension "Eme~ng:' "Developing" "Proficient/College Read}''' "Advanced"
• Position on global/cullural • MaintaIns a clear position • Maintains a consistent • Maintains a convincing position
MULTIPLE PERSPECTIVES issue or theme may be on a global/cultural issue position on a globall cultural on a global/cultural issue or
How effectively does the student unclear or waver or theme that re1lects issue or theme thai reflects theme that reflects nuanced
understand that an issue may be • Does not mention other some analysis and coherent analysis and critical analysis and critical thinking
viewed from a variety of perspectives on an issue thinking thinking • Analyzes and makes
perspectives and reflect different • Does not acknowledge • Recognizes multiple • Acknowledges and discusses connections among multiple
values and contexts? different cultural values pers ectives on a global multiple perspectives on a perspectives on a global or
presented in texts or cultural issue global or cultural issue cultural issue
• Demonstrates a general • Demonstrates an clear • Demonstrates a critical
0 understanding of different understanding of different understanding of different
cultural values presented cultural values and varied cultural values and the
The performance task does not in texts world visws'presented in complexities of world views
prompt students to produce texts presented in texts
evidence for this dimension
0
The student wori< did not provide
evidence of this dimension. Evidence that supports the selected score:

Copyright Asia Society and Stanford University School Redesign Network with Envision Schools

DRAFT, April 2010, P 3

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Asia Society's Graduation Portfolio System (GPS)

ELA Scoring Form

Performance Task Title:

Student Work 10:

Scoring Dimension "Emerging" , "DevelopinQ" "ProficientlColleoe Ready"

• Has an accumulation of • Has some distracting • Is gen~rally free of distracting "Advanced"
COMMAND OF LANGUAGE errors in grammar, usage errors in grammar, usage, • Is free of errors in grammar,
errors 10 grammar, usage,
and mechanics that and mechanics and mechanics usage, and mechanics
HoW skillfully does the student distracts or interferes with • Has control of syntax and D~monstrates a clear style • Has an effective, fluent style

assure the reader with command meaning vocabulary and a tentative With syntactic variety a d a marked by syntactic variety, and
of language, engage the reader • Has limited control of voice confident voice an engagmg, convincing voice
with his/her voice and style, and syntax and vocabulary • Uses some digital Uses digital technology, • Effectively and appropriately

use digital technOlogy and and an little or no voice technology and communication tools and/or uses digital technology.
communication tools? • Uses little or no digital communication tools networks communication tools and/or
technology or may not use • Cites textual evidence, but • Cites textual evidence networks
it inappropriately may cite inaccurately • Cites textual evidence
accurately and follows
0 • Cites textual evidence research format accurately and consistently
lnaccurately or incorrectly follows research format
The performance task does not
prompt students to, prod~ce
evidence for this dimenSIon
0
The student work did not provide
evidence of this dimension,
~idence that SUQQorts the selected score: COpyright Asia society and Stanford University School Redesign Network Witt1 Envision Scllools

DRAFT, April 2010, P 5