Mod 5 Video Discussion

For a criterion-based assessment, let's consider a lesson on writing a persuasive essay. The objective of the lesson is for students to be able to effectively organize and present arguments in a persuasive essay format. Here's how I would develop and apply a criterion-based assessment for this lesson:

1. **Criteria for Assessment**:

   - Introduction: Clearly introduces the topic and states the writer's position.

   - Body Paragraphs: Presents well-developed arguments with supporting evidence and logical reasoning.

   - Counterarguments: Acknowledges and addresses opposing viewpoints.

   - Conclusion: Restates the writer's position and summarizes key points.

   - Organization: Demonstrates a clear and logical organization of ideas.

   - Language Use: Uses appropriate vocabulary, sentence structure, and transitions.

2. **Assessment Task**:

   Provide students with a prompt on a controversial topic, such as "Should school uniforms be mandatory?" Students will write a persuasive essay in response to the prompt, presenting arguments and providing evidence to support their position.

3. **Scoring Rubric**:

   Develop a scoring rubric with clear descriptors for each criterion, assigning points based on the level of proficiency demonstrated. For example:

   - 4 points: Fully meets criterion with thorough and convincing argumentation.

   - 3 points: Mostly meets criterion with some weaknesses in argumentation or organization.

   - 2 points: Partially meets criterion with significant weaknesses in argumentation or organization.

   - 1 point: Minimally meets criterion with major weaknesses in argumentation or organization.

   - 0 points: Does not meet criterion.

4. **Interim Assessment**:

   As an interim assessment, I would provide students with a graphic organizer to outline their arguments and supporting evidence before writing their essays. This could include sections for the introduction, body paragraphs, counterarguments, and conclusion. Students would submit their outlines for feedback and review before proceeding to write the full essay.

By using this criterion-based assessment approach, I can effectively evaluate students' proficiency in persuasive writing based on specific criteria related to the learning objectives. The interim assessment of the graphic organizer allows students to scaffold their writing process and receive feedback on their organization and argumentation before completing the final essay. This approach promotes transparency in assessment expectations and supports students in achieving mastery of the targeted skills.