Sample Authentic Assessment
As part of ED 228, we designed assessments for the lesson plans we created. The assessment below is an example of an authentic summative assessment with a rubric which I would give students for a project on content area vocabulary.
Students are invited to create a piece of creative writing {essay, poem, journal entry, etc} using the 10 vocabulary words below and the RAFT Model.
So everyone, I am throwing you a little life RAFT to navigate the murky waters of the cell!
R: The role in this assignment is YOU as you and your creative ideas, my brilliant student!
A: In this assignment, your audience is me. I am will be grading you on your demonstration of content knowledge, and language conventions.
F: The form is your choice! Just please ask my approval, so I know what you chose!
T: The Topic, now this is where it get’s tricky! I would like you to pick an institution, object, place, or thing which is similar to a cell. You should demonstrate how your selection is like a cell through the parts which make it up. I hope you will include proper definitions of the parts (organelles) of a cell and describe how your selection has similar parts. Be sure to use the 10 words below at some point in your essay. Please highlight, bold, or underline these words in your essay because you are proud of your use of scientific vocabulary!
For a Quick Example: A school (an institution) is like a plant cell because it has a wall which protects it from the outside and weather the way a cell wall protects a cell. A school has a cafeteria which is like a mitochondria because it produces food to provide the students and teachers of the school with energy.
Words to include:
Cytoplasm, Nucleus, Cell membrane, Cell wall, Cell, Organelle, Golgi apparatus, Endoplasmic Reticulum, Mitochondria, Ribosome, Vacuole
I will be using the following rubric to grade your assignment.
| Points | 5 | 3 | 1 |
| Ideas | This paper is clear and focused. It holds the reader’s attention. Relevant details and quotes enrich the central theme. | The writer is beginning to define the topic, even though development is still basic or general. | As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details. |
| Organization | The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text. | The organizational structure is strong enough to move the reader through the text without too much confusion. | The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion; there is no identifiable internal structure. |
| Voice | The writer speaks directly to the reader in a way that is individual, compelling, and engaging. The writer crafts the writing with an awareness and respect for the audience and the purpose for writing. | The writer seems sincere but not fully engaged or involved. The result is pleasant or even personable, but not compelling. | The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience. |
| Word Choice | Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging. | The language is functional, even if it lacks much energy. It is easy to figure out the writer’s meaning on a general level. | The writer struggles with a limited vocabulary, searching for words to convey meaning. |
| Sentence Fluency | The writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading. | The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical, more mechanical than fluid. | The reader has to practice quite a bit in order to give this paper a fair interpretive reading. |
| Conventions | The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be so few that just minor touchups would get this piece ready to publish. | The writer shows reasonable control over a limited range of standard writing conventions. Conventions are sometimes handled well and enhance readability; at other times, errors are distracting and impair readability. | Errors in spelling, punctuation, capitalization, usage, and grammar and/or paragraphing repeatedly distract the reader and make the text difficult to read. |
| Presentation | The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye. | The writer’s message is understandable in this format. | The reader receives a garbled message due to problems relating to the presentation of the text. |
All Posts, ED 228: Content Literacy, Standard #6: Assessment, Standard #7: Planning for Instruction., Standard 8: Assessment
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assessments, Content Literacy, Lesson Plan
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