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Instructions:
Teacher’s Performance Assessment Plan for Students
Standard
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
Your Name:
Task Name:
Grade:
Subject and Topic:
Task Description:
Standards Assessed (Common Core): Be sure each standard is addressed in your
scoring rubric.
Additional Materials Needed: (can be “none”)
Texts:
Primary Texts: Describe content of primary texts here. Append actual texts to the end of this document.
Supplementary Texts:
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
bulleted steps)
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
RUBRIC |
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Excellent Quality 95-100%
|
Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Teacher’s Performance Assessment Plan for Students |
Teacher’s Performance Assessment Plan for Students