Mabel Tang

August 3, 2016
TESL754
Authentic Assessment

Grade level: Kindergarten

Common Core State Standard: WK1 Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader the topic or the name of the book they are
writing about and state an opinion or preference about the topic or book.
Content Objective: SWBAT compose an opinion piece with writing and illustration to tell the
reader about the topic and state their opinion about the topic.
Language Objective: SWBAT demonstrate accurate use of capitals, punctuation, and inventive
spelling when writing.
Content Rubric: See page 2.
Language Rubric: See page 2.
Assessment Directions:
1) State content and language objectives.
2) Introduce the topic of teasing or making fun of a person; discuss and provide examples
for clarity (ie. calling someone tiny, laughing at someone for not knowing their letters,
etc).
3) Read aloud the writing prompt: Do you think it is okay to make fun of another person?
Why or why not?
4) Distribute materials (story writing paper & writing utensils) and display step by step
picture directions on the board: 1) NAME write your name on the paper 2) PENCIL
Write your opinion and tell why or why not. 3) CRAYON Draw a picture to go with
your story.
5) When student is finished, have them share/read their opinion piece to you. On a post-it,
dictate students response and attach to the back of their work.
6) Evaluate students work with writing rubric. Use post-it dictation if necessary.
Reflection: See page 3.
Mabel Tang
August 3, 2016
TESL754
Authentic Assessment

Content Rubric:
WK1 SWBAT compose an opinion piece with writing and illustration to tell the reader about the topic and state
their opinion about the topic.
Exceeds Standard (4)
Uses a combination of
drawing and writing:
Conveys meaning mostly
through writing.
Stays on topic and states
their opinion.
Meets Standard (3) Approaches Standard (2) Emerging (1)
Uses a combination of Uses a combination of Uses a combination of
drawing and writing: drawing, dictating, or writing: drawing, dictating, or
writing:
Conveys meaning through Conveys meaning through
illustration and writing. illustration or writing. Does NOT convey
meaning.
Stays on topic and states Stays on topic and states their
their opinion. opinion. Off topic.

Provides more than one Provides a reason to Does NOT provide a reason to
reason to support their support their opinion. support their opinion.
opinion.

Includes a closing.

Language Rubric:
LK2 - SWBAT demonstrate accurate use of capitals, punctuation, and inventive spelling when writing.
Exceeds Standard (4) Meets Standard (3) Approaches Standard (2) Emerging (1)
Demonstrates above Demonstrates grade level Demonstrates some Demonstrates few or no
grade level conventions: conventions: conventions: conventions:

Capitalizes dates and Capitalizes the first word Inaccurate use of capital Uses scribbles, random
names of people (L.1.2a). in a sentence and the letters and/or punctuations. letter strings, or random
pronoun I (L.K.2a) copied words.
Uses end punctuation for Uses only initial sounds of
sentences (L.1.2b). Writes a letter or letters words.
for most consonant and
Use conventional spelling short vowel sounds
for words with common (L.K.2c)
spelling patterns and for
frequently occurring Spell simple words
irregular words (L.1.2d). phonetically drawing on
knowledge of sound/letter
relationships (L.K.2d)
WIDA Sentence and Discourse Dimensions in Correlation to CCSS above.
Level 3 Developing Level 2 Emerging Level 1 Entering
Repetitive grammatical structures with occasional Formulaic grammatical Phrase-level grammatical
variation. structures; repetitive phrasal structures; phrasal
and sentence patterns. patterns associated with
Use of short and some expanded sentences with common social and
emerging complexity; expanded expression of one idea Use of phrases or short instructional situations.
or emerging expression of multiple related ideas. sentences; emerging
expression of ideas. Use of words, phrases, or
chunks of language;
single words used to
Mabel Tang
August 3, 2016
TESL754
Authentic Assessment

represent ideas.
Mabel Tang
August 3, 2016
TESL754
Authentic Assessment

As I was developing my authentic assessment, I thought a lot about my kindergarten

students who are ELLs. While writing the assessment directions, I thought of various approaches

to incorporating this writing assessment. For example, using a read aloud about teasing or

making fun of others prior to the writing assessment. Utilizing a read aloud would deepen their

understanding of the writing topic and allow students to make connections through the books

illustrations or story. Drawing on personal experiences is helpful for ELLs in understanding

content. Additionally, I included the use of picture directions/visuals to represent the steps to

completing their assignment. Thinking about my own kindergarteners, many of my students need

step by step directions and reminders to help them remember what to do. Visual aides are also

recommended supports for ELLs.

While developing the rubric, I would like to note that I did not include all language

proficiency levels for my language rubric because my intended grade level is kindergarten. From

my own experience with WIDA and ELLs, majority of students at the kindergarten level are

either entering, emerging, or developing. Kindergarten students at a level above 3, according to

the performance definitions, would be considered proficient or most likely not at the kinder

grade level. I would like to suggest the use of the specific grade level WIDA can do descriptors

for more detailed language performance indicators when thinking about language proficiency. I

think that would help make the rubric more valid and reliable since its more grade level specific.

I think this assignment definitely made me more reflective on assessing my ELLs with

the WIDA language proficiency indicators. When developing rubrics, checklists, or assessments

I think of mainly the common core standards and what needs to be done to help my students

master those skills. This assignment helped me see how to assess in both content and language.