Native Studies: A Curriculum Guide for the Secondary Level Copyright

Assessment Tools

Information Use - Checklist

Date: _________________________
____________________ is able to:

State the purpose for the collection of the information.	_________
Find sources that illuminate Aboriginal worldview.	_________
Identify relevant information from a variety of materials.	_________
Organize information into usable categories.	_________
Identify related details.	_________
Integrate previously known and new information.	_________
State ideas clearly to fit the topic being addressed.	_________
Give evidence of checking information for accuracy.	_________
Show awareness of bias, stereotypes and prejudice in information gathered.	_________

This instrument should be tailored for specific uses and may also be adapted for use as a rating scale.

Attitudes and Values - Checklist

Date: ________________________________

Student: ______________________________

Check applicable criteria.

____ Read the material, viewed the film/video, or listened to the tape (or speaker) related to the topic.

_____ Participated in the discussion about the topic.

_____ Followed the established procedure for classroom discussion.

_____ Gave an opinion on the topic.

_____ Cited relevant information to support a position on the issue.

_____ Expressed ideas, comments, agreement or disagreement without putting down others.

_____ Sought more information to support an opinion on the topic.

_____ Defended opinion in spite of opposition.

_____ Accepted constructive criticism of opinion.

_____ Showed a thoughtful approach to development of opinion.

_____ Acknowledged respect for other opinions.

This instrument should be adapted to meet specific needs.

Writing for Children - Checklist

Student:_____________________

Title of Story: _______________________

________ Considers age of audience.

________ Considers attention span of audience.

________ Considers interests of audience.

________ Provides visuals (cut out or drawn) that appeal to audience.

________ Uses imaginative language (figures of speech) that intrigue a younger audience.

________ Chooses topic that appeals to children.

________ Chooses characters that are appealing to children.

________ Presents a "lesson" or moral in the story that is appealing and understandable to children.

________ Is willing to share the story with a younger person (or group).

________

The teacher and student may complete the criteria list together.

Listening - Checklist

Listening Activity: Visual Imaging

Student:_____________

Date: _______________

Evidence of careful listening:

___________ Participates in discussion after listening.

___________ Remembers salient details.

___________ Remembers the mood created by the storyteller.

___________ Makes a plot outline.

___________ Creates a visual that relates to the story.

___________ Discusses storyteller's use of pause and voice volume.

___________ Remembers relevant words or phrases to the story.

___________

The teacher and students may complete the criteria list together.

Portfolio Assessment: Rating Scale

Student	Term/Semester/Year
		Date
Criteria to be Assessed/Evaluated	Excellent 5	Very Good 4	Good 3	Adequate 2	Needs Much Improvement 1
Table of contents is sequentially organized and contains adequate detail.
Representative of achievements or progress this reporting period.
Includes a variety of activities, projects and assignments that reveal a range of abilities, processes and skills.
Includes evidence of student reflection (e.g., self-assessment forms or notes).
Includes evidence of goal setting and readjustment of goals.
Anecdotal Notes (student) I can.... I need to work on...
Anecdotal Notes (teacher) This student can... This student might try...
Anecdotal Notes (significant adult) This student can... This student might try...

Social Studies: A Curriculum Guide for the Middle Level (Grade 9). August, 1999. Saskatchewan Education. (pp. 418-419)

Rubrics

Students should be given the rubrics prior to doing the assignment so that they may strive to achieve the criteria at the highest level possible.

A rubric is set of scoring guidelines for evaluating student work. Rubrics answer the question, "By what criteria should student performance be judged?" A rubric is an assessment tool that uses clearly specified evaluation criteria and proficiency levels to gauge student achievement of those criteria. The criteria provide descriptions of each level of performance in terms of what students are able to do. Rubrics help teachers measure products, progress and the process of learning, and at the same time, clearly communicate to students the standards for academic success.

Assessing student work through the use of rubrics helps the teacher to clarify the critical learning that should take place and increases the likelihood that students will produce quality work. The following steps may help when beginning to design rubrics.

Look at several models of anonymous student work from previous classes. Show students examples of effective and ineffective work. Identify the characteristics that make the effective ones effective and the ineffective ones ineffective.

Encourage students to ask clarification questions and make comments as they evaluate the models.

Use questions and comments to revise the rubrics.

List evaluation criteria. Use the discussion about the models to begin a list of what is essential in quality work.

Articulate gradation of quality for the selected evaluation criteria. Begin by describing the best and worst levels of quality, and then fill the middle levels based on your knowledge of common problems.

Practise descriptions of criteria on the models originally observed by having students evaluate the models used in class.

When teachers design and revise rubrics, it is important that they strive for clear language. One way to achieve clarity is for to ask students to interpret what is meant by the evaluation criteria. If student interpretation is correct, then the goal of clarity has been met.

If not, student involvement in the selection of more specific or more precise words will help to make the criteria more meaningful and clearer to students.

Whether teachers are designing their own rubrics or modifying existing ones, the following suggestions may help:

Be specific when choosing evaluation criteria. Nonspecific, vague words such as creative, interesting, and boring should be avoided because they mean different things to different people. The following examples demonstrate the precision of meaning that specificity adds to a word:

Nonspecific: The opening of the oral presentation was creative.

More specific: The presentation opened with an amusing fact, a short demonstration, a colorful visual or a personal anecdote about the topic.

Nonspecific: The presentation was boring.

More specific: The presenter spoke in a monotone.

Specific criteria helps teachers and students to focus on, and see, exactly how they can improve their work.

Include specific feedback on student work. This feedback can come from teachers or students, depending on the teacher’s objectives. Students need specific feedback and a chance to reflect on their work, as well as opportunities to engage in self-analysis if they are to take charge of their own learning.

Encourage student self-assessment. Most students desire A grades and yet many, upon earning an A, do not have a clue as to why they received that grade. The same is true for a grade of B, C, D, or F. If pressed, students will respond that they are either good or bad at something, or that the teacher likes or dislikes them. Neither of those explanations involves assessment. Teachers need to enable students to take ownership for their work through reflection on why their work was either quality work or in need of improvement. Teachers can give students a chance to assess their own work by asking them to complete the same assessment rubrics that teachers are using. Whether their assessments exactly match the teacher’s is not of vital importance; the teachers awareness of the student’s ability to self-assess accurately may give valuable clues as to how deeply the student understands the task, as well as how skilled the student is at self-reflection. Self-assessments also help teachers to guide students toward setting realistic goals for improvement. Examples of rubrics are provided on the following pages.

(Montgomery, Kathleen, 2000. Adapted with permission.)

Group Work Rubric

Group Roles: Recorder: Takes note of discussion.

Reporter: Speaks on behalf of the group.

Task Monitor: Identifies task; monitors discussion.

Time Keeper: Keeps the group within time limits.

This template should be adapted to suit specific needs of teacher and students.

Writing Rubric

	Competent	Adequate	Getting There
Content/Ideas	Captures reader’s attention with an interesting lead, pertinent details and a closure that makes the reader think. Reader gets to know the person written about.	Provides an interesting lead and pertinent details to describe the person’s attributes. The reader has some idea about the subject.	Leads the reader into the piece. Provides some detail.
Organization	Details are provided in a logical sequence. Paragraph and sentence structure is accurate.	Has a beginning, middle and end. Paragraph(s) are apparent.	Random order. Beginning to use paragraphs.
Style	Demonstrates creativity and originality. Writer’s voice is clear.	The reader gets some sense of the writer’s voice.	Writer’s voice not yet apparent. Provides details that may not illuminate the subject.
Mechanics	Uses accurate capitalization, spelling, and conventions. Minor errors do not interfere with reading.	Uses conventions consistently. Some errors cause confusion.	Uses some capitals. Spelling errors evident. Errors make reading difficult.

Case Study Rubric

Skill

Level 4

Level 3

Level 2

Level 1

Comprehension

Shows complete understanding of the issues, and grasps implications beyond the immediate issue.

Asks for more details to clarify understanding of the issue.

Shows partial understanding of the issue but does not ask for clarification.

Resists attempts to get clarification for understanding.

Strategizing

Develops realistic strategies that would provide a satisfactory conclusion to those involved.

Chooses appropriate strategies that may satisfy one of the parties involved.

Shows evidence of a strategy that may or may not satisfy either party.

Needs assistance to choose an appropriate strategy.

Innovation

Devises more than one innovative resolution to the problem.

Offers a solution with limited flexibility.

Offers a solution that includes only one point of view.

Shows some understanding of the problem.

Communication

Convincingly communicates resolution to others.

Explains solution so others understand.

Is tentative in conveying opinion.

Unsure about how to explain to others.

Holistic Essay Writing Rubric

Criteria	A	Grade B	C	D
Aboriginal worldview	Shows respect for the Aboriginal worldview.	Shows knowledge of the Aboriginal worldview.	Shows awareness of the Aboriginal worldview.	Writes from an ethnocentric point of view.
Ideas	Forceful sentences establishes tone and impression; all ideas directly support the topic sentence; intriguing clincher.	Good topic sentence establishes tone and impression; most ideas directly support topic sentence; strong closing sentence.	Adequate topic sentence; some ideas support topic sentence; adequate closing sentence.	Weak topic sentence; few ideas support topic sentence; weak concluding sentence.
Organization	Logical sequence clear to reader; varied use of transitions maintain flow of ideas.	Logical sequence, clear to the reader; transitions lack variety and flow.	Ideas are out of order, and, instead of staying with one idea at a time, there is some disorganization.	Sentences are not in order, and the ideas are not explained.
Sentence Structure	Clear, correct, fluid sentences.	Generally clear correct sentences with minor errors.	Sentence structure errors occasionally make writing unclear.	Several sentence errors.
Diction	Variety of strong verbs and vivid adjectives; precise vocabulary; words enhance ideas.	Strong verbs and effective adjectives; some variety.	Limited diction; some attempt at using descriptive language.	Limited and inappropriate word choice; little attempt at using descriptive language.
Mechanics	Makes very few grammatical, spelling, or punctuation errors that do not interfere with reading.	Some errors, but they do not interfere with reader comprehension.	Spelling, grammar, and punctuation errors make reading the piece difficult.	Errors make reading very difficult.

Creative Writing Rubric

RATING

Awesome 4

It captivates the reader. The writer has chosen words carefully for maximum effect and interest. The reader learns something about the writer from the piece.

Cool 3

It is interesting and well organized. There is some description and detail to support the key ideas.

It’s a start...

It contains common ideas written in a simple way. The reader may have trouble figuring out what the main points are.

Still in your head...

It may not be clear to the reader. The ideas may not make sense. The writing may have so many errors that the reader cannot figure out what it says.

IDEAS are the heart of the message and the details that support it

Original, creative

Captures attention

Involves the reader

Sometimes ordinary ideas are expressed in extraordinary ways

Interesting but not captivating

Ideas are explained, described and clear to the reader

Gets to the point

Ordinary ideas that anybody could think of

Seems like they’re slapped together

Might be repetitive

May by too many ideas; not focused

Unimaginative

Doesn’t make sense

Scrambled

Reader does not get it

ORGANIZATION is the framework of the writing, the beginning, middle, and end

Smooth flow of ideas, no abrupt changes

Opening sentence grabs attention and tantalizes the reader

Conclusion satisfies the reader

Details enhance key ideas

Effective lead

Focused, sticks to the main point

Stresses key ideas

Logical-makes sense

Support for ideas

Conclusion wraps up writing

May contain some irrelevant details

No distinction between important ideas and supporting details

Loosely connected but not ordered

Gets to the point but offers little support

Needs more info

Disorganized

No Logical order

Main idea is unclear

Rambling,; jumps around, choppy

No clear beginning, middle, or end

VOICE is the writer’s personality coming through the writing

Narrator’s personality comes through

Voice varies according to purpose and audience

The reader learns something about writer/narrator

Some emotion, mood

Create mood, tone, humor, sadness

Inconsistent voices comes through

Some evidence of style

Writing sounds like a dictionary or encyclopedia

No personality or voice

WORD CHOICE is the use of language that not only communicates the idea but paints a picture in the reader’s mind

Precise, sophisticated, and deliberate

Uses powerful nouns and verbs

Vocabulary suits the purpose of the piece

Effort at description

Use of describing words for effect

Variety of language styles

Irrelevant description and detail

Common words repeated

Words don’t appear to be carefully chosen

Unvaried vocabulary

Misused words

No description

SENTENCE STRUCTURE involves the variety of sentence lengths, forms and word patterns

Sentence lengths and styles deliberately chosen for effect

Variety in sentence beginnings

Complete compound sentences

Experiments with different types and lengths of sentences

Similar sentence structures; variety occurs incidentally

Run-on sentences

All sentences start the same way

MECHANICS are the conventions of standard English, such as spelling, usage, capitalization, punctuation and paragraphs

Sophisticated use of punctuation

Almost perfect spelling

All capitalization correct

Standard English usage except where chosen for effect

Good sense of paragraphing; appropriate format

May have errors in more complex sentences

Punctuation generally correct

Most words spelled correctly

Paragraphs in place but not necessarily appropriate

Some difficult words misspelled

Some evidence of paragraphs

Simple sentences generally correctly punctuated

Capitalization generally correct

Frequent spelling errors make writing hard to understand

Nor paragraphs

Consistently incorrect punctuation

Adapted with permission from the students and staff at Scott Collegiate. This rubric is the result of a school-wide writing project, which resulted in the publication of an anthology entitled Achimoona in honor of Maria Campbell whose motivational speech inspired many young writers.

Essay Writing Rubric

	Highly Competent	Competent	Satisfactory	Not Yet Satisfactory
Content	Clearly and accurately explains an original topic Effectively proves a point	Original ideas Relevant and appropriate supporting detail	Mundane but adequate ideas Some supporting sentences	Unoriginal ideas Marginal support
Structure	Organization is clear and original Strong main idea which clearly states the purpose Strong lead and effective clincher	Well organized and logical Effective lead Adequate closure and transitions	Evidence of organization Adequate lead and conclusion	Inadequate organization Lacks effective lead and conclusion
Style	Word choice is vivid and precise Highly original Sentences are varied in length and complexity	Clear and descriptive word choice Uses transitions and logical development Attempts originality Attempts sentence variation	Adequate vocabulary Ineffective transitions and development Ordinary sentence structure	Ineffective vocabulary Awkward sentence structure makes it incoherent Lacks variety and originality
Mechanics	Accurate spelling, punctuation, capitalization Grammatically correct Errors show willingness to take risks	Few spelling errors, misuse of punctuation, capitalization; grammar, does not interfere with reading	Some errors in spelling, punctuation, capitalization, grammar	Frequent errors in spelling punctuation, capitalization, and grammar.