Summative Performance Assessment

Dusty Neibauer

This is an AP-style essay in that it combines multiple resources and critical essays (literary theories of multiple varieties) to take a position on and issue in The Grapes of Wrath. It synthesizes them into a cohesive whole, and is the largest of the AP-style synthesis essays they write (as well as the most valuable). This essay is worth 50 points in the Major Essays / Tests category (compared to 20 each for each of the 2 sample essays, and 25 each for the 3 formative essays) Here is the assignment containing the prompts:

https://docs.google.com/a/isd110.org/file/d/0BzChdz6CxM6oamprYnFoRUtxWFU/edit?usp=sharing

Clearly stated objectives that are tied to standards.

I provide an AP-style checklist that lists the qualities of an essay that corresponds with the number that essay would get.

https://docs.google.com/a/isd110.org/file/d/0BzChdz6CxM6oME4yMXVBcFBhQjA/edit?usp=sharing

A product/performance should be created during this process.

The essay is written during the summative performance; they have done multiple other examples throughout

Cumulative evidence of proficiency throughout the process.

The multiple AP-style essays as both diagnostic (x2) (20 points each in Major Essays / Tests category) and formative (x3) (25 points each in Major Essays / Tests category) , serve as progress trackers, with teacher feedback on each according to common elements of literary analysis (knowledge of theme, motif, symbol, etc.) as well as the grammatical mini-lesson attached to the essay (using appositive phrases, subordinate clauses, etc.). The links to the example lessons and the prompts for which the essays are used are here:

https://docs.google.com/a/isd110.org/file/d/0BzChdz6CxM6oVno0Rl94MlBYWk0/edit?usp=sharing

https://docs.google.com/file/d/0BzChdz6CxM6oUnF5bk9Ha185YjA/edit?usp=sharing

https://docs.google.com/a/isd110.org/file/d/0BzChdz6CxM6oOUZBX3dVYno1djQ/edit?usp=sharing

https://docs.google.com/file/d/0BzChdz6CxM6oa0hBMzBQeHBNR3c/edit?usp=sharing

https://docs.google.com/a/isd110.org/file/d/0BzChdz6CxM6oT0lTUVRLS2lRSFk/edit?usp=sharing

Students demonstrate autonomous engagement/ability throughout the learning process as well as throughout the creation of the product/performance.

This is judged through the writing, through Socratic discussions, through small group involvement, etc.

Students use creativity/problem-solving skills to demonstrate their knowledge.

Students can use outside sources, such as novels, essays, articles, poems, etc. to aid in their writing toward the prompt’s theme. This helps them show creativity, initiative, and critical analytical / literary thinking and knowledge.