Assessment

Formal Assesment

There will be many rounds of formative assessment through, reading, writing reviews, reading reviews. commenting, and litspiration challenges.

The rubrics will be posted here as downloadable documents for the students and parents.

Writing Content Rubric 

	Excellent	Capable	Developing	Requires Assistance	STRATEGIES FOR SUCCESS
Explores the Topic	Your exploration of the topic is is insightful and/or imaginative.	Your exploration is clear and/or logical.	Your exploration is tenuous and/or simplistic.	Your exploration is minimal and/or unrelated.	¢Determine your topic! Make sure you CLEARLY know what you are writing about by pre-writing and planning! ¢Look at your topic from different angles; think outside of the box! What would your grandmother think of this topic? What would your little brother think?
Establishes a Purpose	Your purpose, whether stated or implied, is deliberate.	Your purpose, whether stated or implied, is evident.	Your purpose, whether stated or implied, is vague.	Your purpose, whether stated or implied, is absent.	¢Why are you writing this piece (aside from “because my teacher is making me). Are you providing only information, or are you convincing your reader? Are you demonstrating critical thinking, or entertaining? ¢Include your purpose in your plan, and use your plan to stay on track!
Presents Ideas	Your ideas are perceptive and/or carefully chosen.	Your ideas are appropriate and/or sound.	Your ideas are superficial and/or ambiguous.	Your ideas are overgeneralized and/or underdeveloped.	¢Pre-write in order to get all of your ideas out, even the crazy ones! They may be “diamonds in the rough!” ¢Choose carefully from your pre-writing to make sure you include your best, most powerful ideas in your plan.
Supporting Details	Supporting details are precise and/or original.	Supporting details are specific and/or apt.	Supporting details are imprecise and/or generic.	Supporting details are irrelevant and/or scant.	¢Use a graphic organizer to link topic, ideas, and details together clearly. ¢Avoid generalizations such as “most people” or “sometimes.” Be precise when supporting your thoughts! ¢Comb carefully through your research in order to find the best details to support your ideas. Don’t overload your reader with superfluous facts!
Considers the Reader	Your writing is confident and/or creative and holds the reader’s interest.	Your writing is considered and/or elaborated and draws the readers interest.	Your writing is straightforward and/or generalized and occasionally appeals to the reader’s interest.	Your writing is confusing and/or incomplete and does not interest the reader.	¢Determine your audience, and then the appropriate tone. ¢Write a few sentences in the “wrong tone,” using words that are too slang or too fancy. This might help you find the “right” tone. ¢When planning, consider what is interesting and think about how you will showcase these ideas for your reader (placement in the paragraph, supporting details, leading up to it, descriptive language, sentence structure)

Reflection

Halfway through the project, the students will complete an anonymous reflection survey that the teachers will reflect upon as well.