3-6 Purpose and Principles of Effective, Quality Assessment

7 Assessment Beliefs Statement

8-12 Purposes and Principles of Effective Grading
13 Grading Beliefs Statement
14-15 Purposes and Principles of Effective Data Use
16 Data Beliefs Statement
17-27 Assessment, Grading, and Data Communication Plan
28-32 Sample Unit
33-43 Sample Formative Assessment
44-50 Sample Interim Assessment
51-52 Sample Formative Assessment
53 References

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The Purpose and Principles of Effective, Quality Assessment:

As we all know, the mission of schools has changed. Today's schools are less focused on merely sorting
students and more focused on helping all students succeed in meeting standards. This evolution in the
mission of schools means that we can't let students who have not yet met standards fall into losing streaks,
succumb to hopelessness, and stop trying. Our evolving mission compels us to embrace a new vision of
assessment that can tap the wellspring of confidence, motivation, and learning potential that resides
within every student. –Rick Stiggins (Assessment through the Student’s Eyes)

When used appropriately, assessment is an essential tool that educators use to measure the proficiency of
students. However, while the goal of assessment is to monitor overall levels of achievement, it must also be
used to support instruction, guide teaching, and diagnose specific weaknesses (Leahy, Lyon, Thompson,
William). This concept is referred to as assessment for learning. The term, originally coined by Rick Stiggins, is
a shift from using assessments to grade a student’s proficiency at the end of a unit, to assessing throughout a
unit and using the information to change instruction accordingly. Assessment for learning monitors the progress
of students daily and provides them with specific feedback that helps them reach goals and achievement targets.
Assessment of learning is still necessary as it gives data to make statements about student learning, referrals for
students who are struggling or excelling, and decisions about programs.

• Assessments that happen after learning is supposed to have occurred

• Used to make statements about student learning status
• Used to make student referrals for students who are struggling and
Assessment of excelling
learning • Used for making decisions about programs that might benefit students
• Used to easily communicate data to those outside of the classroom

• Assessments that occur while learning is still underway

• Used to diagnose student needs, plan our next step in instruction,
provide students with feedback, and help students feel in control of
their own success
Assessment for
• Used to help students become self-assessors and consumers of
learning assessment information
• Used to help students understand learning targets and teacher
expectations

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Balanced Assessment System:
The Balanced Assessment System ensures that both Assessment for Learning and Assessment of
Learning is taking place. There are three parts to the system: Formative, interim, and summative
assessment.
Formative Assessment is a process used by teachers and students during instruction that provides feedback to
adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes
(Perie, Marion, Gong. 2007)
Interim Assessments are administered during instruction to evaluate students’ knowledge and skills relative to a
specific set of academic goals in order to inform policymakers or educator decisions at the classroom, school,
and district level (Perie, Marion, Gong. 2007)
Summative Assessments are given one time at the end of the year to evaluate students’ performance against a
defined set of content standards (Perie, Marion, Gong. 2007)

Formative Interim Summative

• Daily, ongoing • Periodic diagnostic/ • Large-scale

evaluation progress standardized
strategies assessments assessments
• Immediate • Multiple data • Annual snapshot
feedback points across time • School, district, or
• Student-centered • Classroom/ school state-centered
• Quickly informs centered • To evaluate
instruction • To benchmark and cumulative learning
monitro progress

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 The Assessment Experience
For Students on Winning Streaks For Students on Losing Streaks
Assessment results provide:
 Continual evidence of success  Continual evidence of failure
The student feels:
 Hopeful and optimistic  Hopeless
 Empowered to take productive action  Initially panicked, giving way to resignation
The student thinks:
 It’s all good. I’m doing fine.  This hurts. I’m not safe here.
 See the trend? I succeed as usual.  I just can’t do this… again
 I want more success.  I’m confused. I don’t like this- help!
 School focuses on what I do well.  Why is it always about what I can’t do?.
 I know what to do next.  Nothing I try seems to work.
 Feedback helps me.  Feedback is criticism. It hurts.
 Public success feels good.  Public failure is embarrassing.
The student becomes more likely to:
 Seek challenges.  Seek what’s easy.
 Seek Exciting new ideas.  Avoid new concepts and approaches.
 Practice with gusto.  Become confused about what to practice.
 Take initiative  Avoid initiative.
 Persists in the face of setbacks  Give up when things become challenging
These actions lead to:
 Self-enhancement  Self-defeat, self-destruction
 Positive self-fulfilling prophecy  Negative self-fulfilling prophecy
 Acceptance of responsibility  Denial of responsibility
 Manageable stress  High stress
 Feeling that success is its own reward  No feelings of success; no reward
 Curiosity, enthusiasm  Boredom, frustration, fear

Educators use all three types of assessments to determine the learning needs of students and track their
learning progress. There are typically two types of students when it comes to assessments: those on winning
streaks and those on losing streaks. Taking any kind of assessment can become extremely difficult for some
students and produce a great amount of anxiety. Constant failure can lead to feelings of hopelessness which can
lead to poor behaviors and lack of effort as a self-defense. The chart above shows the process and results for
both kinds of students. It is important that teachers are aware of these circumstances so they can create
assessments that reduce stress, set students up for success, and help them to realize they are in control of their
own success (Stiggins et. Al. 2006) There is absolutely an emotional component to assessment that must be
taken into consideration. The thoughts and actions of students are as important as they are for adults. An
assessment is successful when a student, regardless of how well they performed, walks away feeling confident
because they understanding what they can do next to perform better (Stiggins 2007).

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5 Keys to Quality Classroom Assessment

In order to create sound assessments that assess the students accurately and benefit the students’
learning, educators can follow these five keys to creating quality classroom assessment (Arter, Chappulis,
Chappulis,Stiggins. 2007)

Classroom Assessments Must:

1. Arise from and be designed to serve the specific information needs of
intended users.
2. Arise from clearly articulated and appropriate achievement goals
3. Accurately reflect student achievement
4. Yield results that are effectively communicated to their intended users
5. Involve students in classroom assessment, record keeping, and
communication

To apply these five “musts” the educator must ask four questions: Assess why, assess what, assess how, and
communicate how? (Stiggins, 2007)

Assess What?
Determine the
learning targets, their
clarity, and quality

Assess How?
Why Assess?
Determine the design
Determine the
and method and
purpose and who will
assure it is unbiased
see the results
and written well

Communicate
How?
Determine how to
manage and
report the
information

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Assessment Beliefs Statement:
From the research I collected in part 1 I have determined that collecting data from formative, interim,
and summative assessment is essential. I will collect data through these forms of assessment to track the
progress my students are making, the things they are struggling in, the areas that need to be retaught, and any
material that students are absolutely not understanding. I will also use assessment to build my student’s
confidence, motivation, and belief that with hard work they can become successful. My formative practices will
include worksheets, homework assignments, projects, in class activities, group activities, written pieces,
observations, summaries of learning, quizzes, tickets out the door, classroom discussions, and more. All of these
practices will be for the benefit of the student’s learning. I understand that not all students learn at the same
pace or in the same way so I will differentiate my formative assessments, give accommodations when
necessary, and check for student learning throughout. When creating my assessments, from a summative test
over a novel to a formative in class discussion question, I will ask myself why am I assessing, what am I
assessing, and how am I assessing. In answering these questions I will determine if my assessments always
serve the purpose of measuring and improving student learning. It is also important that I communicate my
findings with students in ways that encourage them and build their confidence. I will communicate with
students through comments and individualized feedback that help them see what they need to do in order to
improve. Feedback will never be emotional or degrading, it will always be constructive and show realistic ways
a student can raise a low performance to a higher performance. In the chart below you see a better
representation of how formative, interim, and summative assessment will be used, along with communication in
my classroom.

In my classroom I will:
Use formative Use interim assessment Use formative Communicate to
assessment to... to... assessment to... students...
•Provide daily feedback • Compare to pre- •Measure the proficiency •Data that shows the
for my students and give assessments, and level that students have progress they have
them the tools they need eventually a summative reached at the end of a made throughout the
to succeed. assessment, to currect. unit, semester, and unit or semester.
•Collect data to track achievement year. •Their progress by giving
students' progress •Collect data that •Assess what has been them a grade and
throughout a unit. measures the taught in my class and feedback on each
•Allow students to effectiveness of my assessed through assignment, even if not
practice their skills and teaching as well as the previous formative and all grades count for the
become familiar with growth of students. interim. assessments student's final grade.
content so they can
confidently know the •Collect data on the •Assess students in the •Why they received the
material when assessed. progress students have same form as other grades and comments
made toward mastering formative and interim they did, what they did
•Give students
opportunities to succeed, their IEP goals and assessments, with clear not understand, and
build confidence, and reconsider goals and and unbiased language, what they can do to fix
understand that they are accommodations if and all of the quality their mistakes.
in control of their necssary. filters for assessment. •That they are capable of
success. improvement and
success!

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The Purposes and Principles of Effective Grading:

Grading throughout the years:

For hundreds of years grading practices have been invented, improved, challenged, and changed; as you
can see in the timeline below. Over the years, the practices that have lasted are those that can be supported by
data and research that proves they are effective measures of student learning. If a grading practice can
accurately show a student’s level of mastery of the skill or content it is considered an effective practice. There
are many practices being widely used today that are very effective; however, some practices are accepted by
educators only because they have been used for a long time. Teachers often settle with what they are
comfortable with, even if it is not the most effective practice. It is for that reason that educators must listen to
the research being conducted and data being gathered that proves the best ways to grade students. Stiggins asks
in his article, Making the Grade, “The question remains, what information provides the most accurate depiction
of students’ learning at this time? In nearly all cases the answer is the most current information on the student’s
learning”.

Late 1800s: Early 1900s: 1912/1913:

•Progressive •Public schools •Critics begin to

evaluations: increase question percentage
Teachers write down dramatically which grading as an overly
the skills students causes high schools subjective form of
master. Students to introduce grading.
move on as they perceptage grading.
master the skill.

1918: 1930s: 1958:

•Other grading scales •Grading on the •Studies conducted on

such as the three curve and ranking assessment conclude
students by the that grades can have
point and five point beneficial effects on
scales become more measure of their
learning when
popular. performances accompanied by
becomes more individualized
popular. comments from the
teacher.

Grades are typically very impersonal, and while they might accurately represent the student’s
achievement, they do not necessarily make a positive impact on the student’s learning. As shown by Ellis
Page’s early investigation, students who receive individualized feedback score significantly higher than they did
on original assessments. This has shown that comments have an impact on increasing a student’s confidence
and motivation. Assessments can be used as instructional material when the teacher leaves an individualized
comment explaining what the student can do to improve or better understand the material they are being
assessed on.

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Current Grading Scales Being Used Nationally and Internationally:

Standardized Test Scale Model:

Numeric Performance Definition
Representation Level
1 (Highest) Advanced Students at this level demonstrate a comprehensive and in-
depth understanding of rigorous subject matter and provide
sophisticated solutions to complex problems.
2 Proficient Students at this level demonstrate a solid understanding of
challenging subject matter and solve a wide variety of
problems.
3 Partially Proficient Students at this level demonstrate a partial understanding of
subject matter and solve some simple problems.
4 (Lowest) Not Proficient Students at this level demonstrate a minimal understanding of
subject matter and do not solve simple problems.
Notes: 1&2 = Passing

The standardized test scale model is used in many subjects including: Pros Cons
English, math, science and technology/ engineering, and others. In
grades 3-8 the not proficient performance level Forces teachers Only gives
is typically called “Warning” while in high school it is considered to give students students two
feedback opportunities to
“Failing”. Students are graded on the criteria listed above. There is explaining their earn a passing
grade grade
content-specific achievement level definitions that can be found at
http://www.doe.mass.edu/mcas/tdd/pld/. Some of the pros and Content-specific Subjective if the
achievement level teacher finds the
cons of using this scale are listed to the right. definitions exist for student
higher accuracy. proficient or not

9|Page
13 Point Scale

A+ = 13.0 B+ =10.0 C+ =7.0 D+ =4.0 F =1.0

A =12.0 B =9.0 C =6.0 D = 3.0 U =0.0
A- =11.0 B- =8.0 C- =5.0 D- = 2.0

The 13-Point Scale assigns a letter grade to each of the 13 points an

Pros Cons
assignment or assessment is worth. With this scale the only way a Students do not
student can fail is if they receive 1 point out of 13. Even if they only fail unless they There is little
only receive 1 universal criteria
score 2 points out of 13 they are assigned a non-failing D- grade that point or it that determines
remains what score means
shows the student was at least 2/13 proficient. The U grade represents unfinished proficiency
an unfinished or incomplete assignment. This model encourages Easily
Sery subjective if
educators not to give zeros for any kind of grade without allowing communicates
the teacher finds
the student's
students an opportunity to make it up or finish it. the student
proficiency and
proficient or not
amount of effort.

Leveled Grading Scale (utilized by Mexico)

 100: Excellent
 90: Very Good
 80: Good
 70: Average
 60: Passing threshold
 0-59: Failed

This scale typically utilized by Mexico is also very similar to the

Pros Cons
common percentage scale used in the United States. One of the
Easily
common criticisms used with this scale is that it gives students 59 mathematically There are 59 ways
calculates the
opportunities to fail and far fewer opportunities to prove they are student's
the student can
fail
proficient. The mathematical calculation of these scores often lead proficiency

people to believe that they are very accurate and effective; Easily
Subjective if the
however, percentage grading can be just as biased or misleading as communicates
teacher finds the
the student's
other methods. Many educators use this scale because it is what student proficient
proficiency with a
or not
percentage.
they know best and it is fairly easy to calculate data and
communicate results.

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Debated Fair Grading Practices:

The Use of Zeros: Many teachers “Use zeros in grading to punish students for not putting forth adequate
effort or for failing to demonstrate appropriate responsibility. Students receive zeros for not meeting established
deadlines, for misbehaving in class, or for refusing to heed the teacher’s warnings” (Canady & Hotchkiss, 1989;
Stiggins & Duke 1991). By using zeros to punish behavior, the student’s final grade inaccurately reflects their
academic proficiency. No studies support the use of zeros as an effective punishment. There are many
alternatives to assigning zeros as a punishment. Educators can assign “Incomplete” grades that students need to
make up on their own time, report behavioral aspects separately, and change the grading scale so the effect of
an assigned zero is not as extreme. A single zero can skew final grade results and show that a student is
performing below proficiency when in reality they could be at or above proficiency levels but facing an
extenuating circumstance such as problems at home, lack of help from parents, sickness, boredom in class, etc.

What Should Be Graded: “Applying penalties for incomplete homework is ineffective for numerous
reasons. Grading homework often becomes a measure of behavior and compliance rather than of learning”
(Myron Dueck). They are graded on their willingness to work which can sabotage a grade for a student who
chooses not to work because they are already proficient in the material. Other students who heavily rely on
others’ help may have an inflated homework grade that is not consistent with the grades they receive on
assessments. Students may also be faced with difficult circumstances when they leave school that leave them at
a great disadvantage compared to other students. They may play sports or participate in other after school
activities, work full time jobs, face violence in the home, live in a small or noisy environment, or not have
parents available to help them. Some alternatives to assigning homework as a grade include: suggesting
homework questions for students to study and quizzing them on the concepts at the beginning of the next class,
creating an intervention time with the student where they can complete needed extra practice during school time
or after school, or creating personalized projects that help students take ownership of their learning.

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Using Computerized Grade Books: Using a computerized gradebook is a popular and defended grading
method used by many teachers. Teachers can easily combine various measures and calculate a summary score
that shows the students achievement. This practice is described as a fair and objective practice because the
grades are determined mathematically and it is easy to communicate to students, parents, and other
stakeholders. The fairness of this grading practice is debated because it may not be as objective as educators
may think. Because it is simply a record-keeping software that computes the students’ final achievement as a
percentage, it cannot take into account a student’s progress over time, unexcused absences, loss of motivation,
or other factors. Guskey says, “Numerical precision is not the same as evaluative fairness, honesty, or truth.
While computerized grading programs electronic gradebooks may greatly simplify record-keeping, they do not
lessen the challenge involved in assigning grades that accurately and honestly reflect students’ level of
performance.” To improve this practice, Guskey suggests educators look at methods other than percentages to
calculate this data into a final grade. Using median, looking for consistency in gathered evidence, and giving a
greater priority to the most recent evidence are some ways Guskey suggests the use of computerized averages
can be improved.

Re-Dos/ Retakes: “Many teachers believe they are preparing students for the working world by denying
them the opportunity to redo assignments and assessments; however, allowing students to redo assignments and
assessments is actually the best way to prepare them for adult life” (Guskey 1994). Allowing students to look at
their mistakes and problem solve solutions on how to make their work better can increase achievement,
maturity, and accountability. The goal of education is that all students learn the content, but that does not mean
that all students will achieve that on the same day. Students require practice to build their skills and become
proficient, but if they are graded every time they practice, their scores will be averaged from their beginner
stage to their proficient stage. Even though the student is proficient, their grade will show they are average
because their previous attempts are counted against them. Allowing re-dos and retakes can give a more accurate
depiction of the student’s proficiency level because the students are being graded based on the most recent
evidence that shows their proficiency (Guskey, 1994).

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Grading Beliefs Statement:
In his research Guskey says there are four main sources of teacher’s grading practices:
1. The policies and practices they experienced as students.
2. Their personal philosophies of teaching and learning.
3. District, building, department, or grade-level policies on grading and reporting.
4. What they learned about grading and reporting in their undergraduate teacher preparation programs.
In school I mostly experienced the percentage-based leveled grading scale and the use of rubrics as
grading practices. I am most comfortable and familiar with these practices, but I have learned and observed
many new practices in my undergraduate program that are now a part of my new philosophy. I have learned
about many practices that fit with my personal strengths and I believe would be ideal in my future classroom.
However, I also know that districts, departments, and schools create regulations and building wide practices, so
I would be willing to be flexible and change my practices accordingly.
My favorite grading scale that I would love to use in my classroom is the 13-Point Grading Scale.
A+ = 13.0 B+ =10.0 C+ =7.0 D+ =4.0 F =1.0
A =12.0 B =9.0 C =6.0 D = 3.0 U =0.0
A- =11.0 B- =8.0 C- =5.0 D- = 2.0

I like this scale because it shows many levels of proficiency without an incredibly large portion of the
scale representing a failing grade. I could also easily communicate to the students, parents, administrators, and
other stakeholders the expectations of the assessment and how the student can earn each point on the scale. I
like this scale because it makes it very possible for assessments to promote success while remaining
challenging. A student may get 7 out of 13 questions correct on an assessment earning a C+. On a leveled
grading scale that same assessment earns a 54% which is a failing grade. The 13-Point Scale still accurately
shows that the student is not proficient, but it gives them a grade that more appropriately represents their
success. Allowing students to see that they are capable of being successful can increase motivation and interest
which can be very powerful. This assessment is also ideal because the only way to earn a failing grade is to get
1 answer correct out of 13. If the student did not finish the assessment, missed the assessment, or cheated on the
assessment they would receive a U or I for incomplete. In order to collect accurate data on the student’s
proficiency in the skill or content I would allow re-dos and retakes. Instead of punishing the behavior of the
student with an academic mark, I would have the student make up the work on their own time, stay after school,
come early to school, miss an athletic practice to finish the assignment, or conference with a parent about the
event that caused the student to miss the assessment. If the student was caught cheating on the assignment I
would follow the school’s grading policy and take appropriate action.

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The Purposes and Principles of Effective Data Use

(Bernhardt, 1998)

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Multiple Measures of Data:
The multiple measures of data chart shown on the previous page shows the four major areas that data
must be collected for. They are: Demographic, perceptions, student learning, and school processes. These areas
obviously overlap a lot because data can be collected for everything to show any kind of statistic about the
school and student learning. Data is collected in demographics to show enrollment, attendance, drop-out rate,
ethnicity, gender, and the grade-level of students. Schools must collect this kind of information so they know
how to best teach and serve their students and the families in their communities. The second kind of data, data
on perceptions, must be collected to learn the stakeholder’s perceptions on making environmental changes. Data
is collected on stakeholder’s thoughts and opinions on the learning environment, values and beliefs, attitudes,
and observations. Student learning must be assessed to take an accurate, unbiased look at student performance
and teacher effectiveness. This data comes from standardized tests, criterion-referenced tests, teacher
observations, and authentic assessments. This type of data collection is especially important because it directly
identifies student strengths and areas of need and directs student learning. School processes are important to
assess because they show how classrooms change. This data is gathered through descriptions of school
programs and processes.
For all four of these domains data is typically collected through qualitative assessment and quantitative
assessment. Qualitative assessment is the collection of data through open ended questions that are answered
with a constructed response. Taking surveys about how much students enjoy their learning environments, how
stakeholders believe the school could be improved, or asking teachers what they observe in their classrooms are
all examples of qualitative assessment. Collecting data about the racial makeup of a community, assessing
standardized test scores, or comparing data about the school over the past ten years are all examples of
quantitative assessment.
The Problem-Solving Cycle is a process used for educators to respond to this collected data. It goes as
follows:

Identify the Problem

Improve the Process Describe Hunches and
Hypotheses

Evaluate Problem-Solving Identify Questions

Implementation and Data
Cycle

Implement Action Analyze Multiple

Plan Measures
Develop Action Plan Analyze Political
Resolution Realities

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Data Beliefs Statement:

In My Classroom I will…

Collect as much data as possible to show student performance and

understanding as well as the effectiveness of my teaching.

In the beginning of the year I will collect data through a survey asking
students their preferences for their learning environment. I will ask them to
rank how, in their ideal classroom, they would spend their time: with hands
on learning, visual or auditory learning, moving around the classroom,
sitting in one place, working on projects, writing papers, taking quizzes,
doing homework, etc. About halfway through the year, semester, or
whenever necessary I would have the class take the same survey asking
what is going well. This would help me collect data on the students’
perceptions which would help me to create the most effective environment
for student learning.

Collect an exceptional amount of data on the academics behaviors of my

students who have IEPs. I will make plans and data tracking tools that all
teachers can use to document the behaviors and academics every hour of
the day. I will use this data to support goal making and communicating
information to parents, administrators, and all other stakeholders.

Communicate the data I collect on academics with students, parents,

administrators, and other stakeholders. I will communicate the data from
students’ formative, interim, and summative assessments with them
through comments and feedback in their work, conferencing with them,
and producing charts or graphs that show their progress with them.

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Assessment, Grading, and Data Communication Plan:

The teacher’s responsibility in grading:

How quick and often I will grade and return student work: I plan to always give feedback on student
work. I want to create an environment in my classroom where it is an expectation that students give their
very best effort in everything they do. I want my students to understand that I am not grading them to
build up certain high achieving students and degrade low achieving students. I want them to understand
that I am doing so to collect data that we can both use to help them improve. Not every assignment I
give will go in the gradebook, but I will not tell students that an opportunity to improve is “optional”. I
will include assignments that I believe accurately represents student achievement. If I give an
assessment and all students score poorly because I have not taught the material sufficiently I will reteach
the material and reassess. I will try and return student work as quickly as possible so students can
receive feedback and have time to re-do assignments or learn from their mistakes to improve on the next
assignment.

What I will do with completed assignments: I will record all assignments that I see appropriate to
count towards the student’s final grade in a gradebook. I will mark any notes or comments that I need to
remember next to the assignment. Then I will return the completed assignment to the student with the
feedback I gave. I will make myself available before, after, or a free period of the day to conference with
any students who may want to talk about their work or their grade. Occasionally I may compile work to
keep as an assessment profile for IEP meetings or conferences with parents or administrators. I will do
this to show stakeholders the primary source of data to help them better understand the student’s
strengths and weaknesses and potential goals.

How will I gather and use data: My primary way of gathering data will be through grading student
work. However, I will also collect data qualitatively through observation and conferencing with
students. Qualitative data will be especially important when I am collecting data on my students with
special needs. If there is a concern I will observe my student’s behavior, conference with them on how
they feel when they behave that way, collect data to try and determine what causes the behavior, share
my data with other stakeholders, and create a plan to address the behavior. I will also use quantitative
data to create graphs or charts for students to show them their progress throughout the unit or semester.
This data can also be shown to parents and administrators to prove my students are making academic
improvements and my teaching is effective.
How I will communicate data with stakeholders: I will collect data for the purpose of sharing it with
stakeholders. That being said, I will organize the data I collect in simple and easily accessible ways so
that it is not overwhelming and confusing to share with students and parents. I want parents and students
to understand the progress they are making and the goals that should be set for them. I will create charts,
graphs, and graphic organizers to share with parents of students and administrators to show learning is
happening in my class.

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 The student’s involvement in grading: I believe students should be involved in the grading process so
that they can understand progress and how tangible it can be. I will allow students to explain to me why
they believe they deserve a certain grade; however, that does not mean I will change the grade to meet
whatever the student wants. I want the student to learn through assessment and work through why they
got some answers correct and some answers wrong. I want them to revise their own papers and find their
own strengths and weaknesses. This is why I will allow re-dos and retakes. I will grade students’ work
and give it back to them with feedback, but I then want them to grade themselves and see what can and
should be changed. I will not give them the answers, but I will point them in the direction they need to
work towards. Since most of my students will be under 18, FERPA states that their parents have a right
to gain access to all grades and data pertaining to the student. I want to gain trust with my students while
remaining in honest, open communication with their parents. I want both of these stakeholders to
understand that success is possible for the student, so I will have open communication with both and try
to relay to them that my ultimate goal is the student’s success.

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Sample Documents:
Letter Home for Grading System:

Dear Parents and Students,

I am contacting you before our school year together begins to inform

you of some changes I am making to the grading system we will be using in
my classroom this year. We are incorporating a grading scale called the 13-
Point Scale. Below is a model of the scale.
A+ = 13.0 B+ =10.0 C+ =7.0 D+ =4.0 F =1.0
A =12.0 B =9.0 C =6.0 D = 3.0 U =0.0
A- =11.0 B- =8.0 C- =5.0 D- = 2.0

One of the many benefits to using this scale as opposed to other

percentage models is that the 13-Point Scale gives many more
opportunities for students to succeed than it does to fail (as opposed to
having 59 ways to fail).

In my classroom this year we will all be putting a great emphasis on

working hard to become successful. I think that this model will do an
excellent job supporting and enhancing that mantra.

I cannot wait for our school year together to start! I hope you all enjoy
the rest of your summer. If at any time you have questions in regards to
this new model or anything else relating to the classroom please do not
hesitate to contact me.

Sincerely,

Ms. Stotz

Astotz@bhs.edu

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 Sample Mid-Semester Report for Connor (Medium performing student)
This progress report is created for a student in a resource room setting. The categories like cooperation
with others, participation in class, appropriate behavior, and all assignments turned in would be specific to the
students goals laid out in their IEP. The final unit grade is an average of the student’s work and final assessment
in each unit using the 13-point scale for each assessment. Every unit the teacher will send the progress report
home for parents and students to see. The previous units will remain on the progress report so the parent can
look back and hopefully see the progress their child is making. The parent would sign and date the progress
report if necessary.
Subject: Cooperation Participation Appropriate All Final Unit Comments
English with Others in class behavior Assignments grade
completed (13-Point
1 2 3 1 2 3 1 2 3 Yes/ No Scale)
Connor had a difficult time showing appropriate classroom
Unit 1 behavior when working with others. He would disrupt others,
1 1 1 Yes C- speak unkindly, and occasionally hit classmates. Participation
in class discussions was also low. I know Conner can behave
better and I know he is very smart and able to raise his C- final
unit grade.
Connor did an excellent job working on his behavior goals this
Unit 2 unit! While there were still a few times he struggled, he was
2 2 3 No C+ generally kinder and more willing to help his classmates. He
said he felt better this week and that helped him behave more
appropriately. Connor is missing two assignments that he has
until the end of the marking period to turn in. Great job!
Connor had a few altercations with a student this week that
Unit 3 resulted in both students being disciplined. I see improvement
1 3 2 No C- in Connor thinking through his words and actions before he
shares them with others and I am proud of the improvements
he has made. If Conner keeps working hard and turning in all
assignments he can do very well in this class.
Unit 4
Unit 5
Unit 6

An email or letter to the parent would accompany the progress report and would read something like this:

Dear Ms. Smith,

On Friday we finished our third unit of the semester, reading “To Kill a Mockingbird”. Conner seemed
to really enjoy reading this book and his classroom participation was better than I have ever seen it! He did
struggle to cooperate with one student in the class who he has been arguing with for weeks. As you know, the
two were disciplined for fighting earlier this week. He has been working fairly well with other students and
participating in group discussions. Connor is still missing one assignment, the To Kill a Mockingbird character
graphic organizer. If Connor turns this assignment in next week he can raise his grade significantly. I have been
very pleased with the work he is putting into his academics lately. He is a very bright student with unique
ideas! We love it when he participates! Please respond with any comments or concerns you may have!

Sincerely,

Ms. Stotz

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 Sample End of Semester Report for Connor (medium performing student)

Subject: Cooperation Participation Appropriate All Final Unit Comments

English with Others in class behavior Assignments grade
completed (13-Point
1 2 3 1 2 3 1 2 3 Yes/ No Scale)
Connor had a difficult time showing appropriate classroom
Unit 1 behavior when working with others. He would disrupt others,
1 1 1 Yes C- speak unkindly, and occasionally hit classmates. Participation
in class discussions was also low. I know Conner can behave
better and I know he is very smart and able to raise his C- final
unit grade.
Connor did an excellent job working on his behavior goals this
Unit 2 unit! While there were still a few times he struggled, he was
2 2 3 No C+ generally kinder and more willing to help his classmates. He
said he felt better this week and that helped him behave more
appropriately. Connor is missing two assignments that he has
until the end of the marking period to turn in. Great job!
Connor had a few altercations with a student this week that
Unit 3 resulted in both students being disciplined. I see improvement
1 3 2 No C- in Connor thinking through his words and actions before he
shares them with others and I am proud of the improvements
he has made. If Conner keeps working hard and turning in all
assignments he can do very well in this class.
Overall, Connor had an excellent unit. He was engaged,
Unit 4 cooperated with classmates, and followed classroom behavior
3 2 3 No C- guidelines. Connor is still not turning in all of his assignments
which is hurting his grade. If he turns in all assignments his
grade will better reflect his academic success. We are trying
out a new organization method next unit.
Connor turned in all his assignments this unit and his grades
Unit 5 showed awesome improvement! He showed a steady
2 2 2 Yes B performance in all other areas. When he is around certain
people it is very easy for him to behave well, but when put
with a certain group of students he is more likely to misbehave
or not participate.
Connor had a stellar week and was a model student this unit!
Unit 6 He was extra helpful to other students and kind. He is showing
3 2 3 No C+ great improvement. Again, if he turns in all assignments his
grades will reflect his academic success.

Ms. Smith,

I am very pleased with the progress Connor has shown this semester. Towards the end of the
semester his attitude and behavior was that of a role model student. I have been encouraging him to
keep it up because he may not realize it but he is developing habits that will make all the difference
in his relationships and in the working work. You should be very proud of his progress. Conner is a
very bright student and he has been more encouraged lately to read and participate in class
activities. If he can improve on his organization and turning in all work his grades will show that he is
an exceptional student. Next semester we will be working on some different organization techniques
that will hopefully help. We will also be working on his writing skills. If you look on the gradebook on
black board you will see some of his lowest scores are on written assignments. We will be working on
organizing his papers and making sure they contain all components listed in rubrics.

I am excited to start this next semester with Connor after the improvement he has shown!
He should be very proud of himself!

Sincerely,

Ms. Stotz

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 Sample Mid-Semester Report for Julia (Low performing student)

Subject: Asking for Following Appropriate All Final Unit Comments

English help when directions behavior Assignments grade
needed completed (13-Point
1 2 3 1 2 3 1 2 3 Yes/ No Scale)
Julia struggled in this first unit to complete her work and
Unit 1 follow behavior guidelines in the classroom. To address this I
1 1 1 No D will be working one-on-one with her to explicitly teach
appropriate classroom behaviors and what she should do to ask
for help, instead of disrupting the class and misbehaving. We
will also be working on staying organized.
Julia made some improvements in following directions and
Unit 2 following appropriate procedures to ask for help this unit. She
2 2 1 No D struggled to keep up with the reading and did not turn in
assignments and acted inappropriately in response to her
frustration. Next unit we will be working on dealing with stress
and frustration appropriately.
Julia had a very good week! She worked hard to follow
Unit 3 appropriate procedures to ask for help when she needed it. She
3 1 2 No D+ still struggled to follow directions, so I am going to start
partnering her with a peer who can model following directions.
Her grades will show improvements when she starts turning in
all assignments.
Unit 4
Unit 5
Unit 6

Dear Ms. Roberts,

Julia has made some great improvements in unit three (Reading “To Kill a Mockingbird”) which we
ended on Friday. We have been working hard to follow the procedures for asking for help when it’s needed,
and this week she did a fantastic job thinking through how she is going to respond when frustrated and she
did a wonderful job asking for help without yelling and by calmly raising her hand. Because she has been
struggling to follow directions, I am going to move her seat next to another very responsible peer who can
model for her and help her follow directions and stay organized. I am also going to work with Julia on some
organization strategies to help her manage her time to complete her work. For the next novel we read, I am
going to continue providing Julia with summaries of each chapter. I am going to have an aid work with her
talking about the summary and discussing what happened so she can gain a better content understanding. I
think this will really help her be able to finish her work more efficiently. Julia is a bright student and I believe
that teaching and reinforcing some of these strategies are going to make a big difference in her academic
work!

Sincerely,

Ms. Stotz

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 Sample End of Semester Report for Julia (Low performing student)

Subject: Asking for Following Appropriate All Final Unit Comments

English help when directions behavior Assignments grade
needed completed (13-Point
1 2 3 1 2 3 1 2 3 Yes/ No Scale)
Julia struggled in this first unit to complete her work and
Unit 1 follow behavior guidelines in the classroom. To address this I
1 1 1 No D will be working one-on-one with her to explicitly teach
appropriate classroom behaviors and what she should do to ask
for help, instead of disrupting the class and misbehaving. We
will also be working on staying organized.
Julia made some improvements in following directions and
Unit 2 following appropriate procedures to ask for help this unit. She
2 2 1 No D struggled to keep up with the reading and did not turn in
assignments and acted inappropriately in response to her
frustration. Next unit we will be working on dealing with stress
and frustration appropriately.
Julia had a very good week! She worked hard to follow
Unit 3 appropriate procedures to ask for help when she needed it. She
3 1 2 No D+ still struggled to follow directions, so I am going to start
partnering her with a peer who can model following directions.
Her grades will show improvements when she starts turning in
all assignments.
Julia really enjoyed sitting next to a peer helper this unit. She
Unit 4 was encouraged to follow directions and stay organized and it
3 2 2 No C- showed in her academic work. More review of the summaries
also helped keep Julia from falling far behind. She did not turn
in two assignments which hurt her grade, but she still time to
turn them in.
Yes! Julia had a great week and turned in all assignments! She
Unit 5 has been more organized and has had a better attitude this unit.
3 3 2 Yes C+ We are working on her self-confidence in reading and her
reading fluency. We would love for her to be comfortable
enough to read in front of the class by the end of the semester.
She is making great progress.
Julia only missed turning in one assignment this last unit. The
Unit 6 organizational strategies and following directions procedures
3 3 2 No C are becoming habits for her which is fantastic! I am still
needing to remind her daily of behavior expectations, but she
has made great progress from the beginning of the year.

Ms. Roberts,

I am very pleased with the progress Julia has shown this semester. Towards the end of the
semester her attitude and behavior were the best they have been all year. Working with a specific
peer made a great difference in Julia’s motivation, behavior, and academics. She is a social learner
and learns best when she is doing it with others. I would love to keep working on building Julia’s
reading fluency and her confidence in reading. Her peer that she reads with is incredibly encouraging
and Julia beams when she compliments her. I would love to see her that confident all the time! We
will still be working on appropriate classroom behaviors as I need to remind her daily to check her
behavior, but she has made very good progress from the beginning of the semester. I am excited to
work on these same goals with Julia next semester and continue to see results!

Sincerely,

Ms. Stotz

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 Sample Mid-Semester Report for Cam (High performing student)

Subject: Participating Organizing Using All Final Unit Comments

English in class paragraphs proper Assignments grade
discussions in writing grammar completed (13-Point
and spelling Scale)
1 2 3 1 2 3 1 2 3 Yes/ No
Cam did a wonderful job staying organized in this first unit.
Unit 1 We are going to work explicitly on grammar next unit to help
2 2 1 Yes B+ Cam improve and learn some strategies that will help him. We
will also be working on organizing writing and following along
with a rubric. He has fun in class and is motivated to learn.

Cam is missing one assignment that can still be made up. He is

Unit 2 making good progress on his grammar, and he is doing a much
2 2 2 No B+ better job of editing his papers and catching his own mistakes.
I would love to see him participate in class a little more
because I know he has wonderful and unique ideas that would
benefit class discussion.
After encouraging him to participate in class, Cam was willing
Unit 3 to share some fantastic ideas with the class. He is still making
3 2 2 Yes A- improvements in his grammar that show in his grades. His
organization skills have been great lately and he is turning in
all assignments.
Unit 4
Unit 5
Unit 6

Dear Ms. Miller,

We finished our third unit (reading “To Kill a Mockingbird”) on Friday, so I am sending out unit
progress reports. Cam was an exemplary student this unit and contributed great ideas to our classroom
discussions. He has been learning some new strategies to help him with his grammar and editing. I really
appreciate Cam’s work ethic and his desire to learn. His reading speed and fluency have increased since he has
started reading along to audiobooks and he shows that he can critically think about deep concepts and
themes brought up in the book. I would love for him to continue to participate in classroom discussions as the
whole class benefits when he shares his ideas. Cam should be very proud of his accomplishments in these past
three units!

Sincerely,

Ms. Stotz

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 Sample End of Semester Report for Cam (High performing student)
Subject: Participating Organizing Using All Final Unit Comments
English in class paragraphs proper Assignments grade
discussions in writing grammar completed (13-Point
and spelling Scale)
1 2 3 1 2 3 1 2 3 Yes/ No
Cam did a wonderful job staying organized in this first unit.
Unit 1 We are going to work explicitly on grammar next unit to help
2 2 1 Yes B+ Cam improve and learn some strategies that will help him. We
will also be working on organizing writing and following along
with a rubric. He has fun in class and is motivated to learn.

Cam is missing one assignment that can still be made up. He is

Unit 2 making good progress on his grammar, and he is doing a much
2 2 2 No B+ better job of editing his papers and catching his own mistakes.
I would love to see him participate in class a little more
because I know he has wonderful and unique ideas that would
benefit class discussion.
After encouraging him to participate in class, Cam was willing
Unit 3 to share some fantastic ideas with the class. He is still making
3 2 2 Yes A- improvements in his grammar that show in his grades. His
organization skills have been great lately and he is turning in
all assignments.
Connor continued to show improvements in his writing
Unit 4 through organizing his papers. On paper in particular this unit
3 3 2 Yes A- was very impressive. His biggest struggle is still his grammar
and spelling but it is clear that he is working hard to improve
that skill. It still shows and will pay off!
Connor had a good week. He did not enjoy this unit as much as
Unit 5 others, but his grades were exemplary! He is using a new
2 2 2 Yes A+ software to help him write papers. There has been a learning
curve but he is obviously doing very well and adjusting to the
new technology.
Connor finished off the unit very well. He worked extremely
Unit 6 hard this unit and his grades show it. He has all but mastered
3 3 3 Yes A- the writing software that helps correct grammar and it is
improving his writing tremendously. When Connor receives
better grades he is more motivated to share his ideas with the
class and participate.

Dear Ms. Miller,

Cam finished this semester as an exemplary student! He is one of the brightest in the class. His ideas
that he brings to class discussions and his written papers are well thought out and unique. He brings an
excellent perspective to our class! Cam made great strides in working with a new writing software that has
helped him improve his grammar tremendously. He has also improved in his writing organization and revising.
I would love for Cam to continue to participate in class and grow his leadership skills through our group
discussions. He truly does have strong leadership qualities. I greatly appreciate Cam’s work ethic and his grit
to be an exceptional student despite any challenge that he faces. He should be very proud of himself.

Sincerely,

Ms. Stotz

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Application of Data Samples:

Class Data Tracker:

Unit:_____________________________________

Skill/ Standard:_____________________________

Fill in assessment scores (13-point scale) for pre- and post- tests.
Check M column for Mastery after post-test. Plan interventions or
re-teaching for students not mastering post-test.

Student Pre Post M Student Pre Post M

Notes: Skills/ Targets to reteach:

Interventions:

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Application of Data Samples:

In my classroom I will share mastery of standards with my students using a mastery chart similar to the
one shown below. Every week we will take a 5 question quiz on the standard we are learning. I will grade the
quiz as students finish, mark incorrect answers, and have students fix incorrect answers. For the standard to be
considered “mastered” 80% of students must have answered 80% of the quiz correctly. If I find the quizzes do
not accurately assess the student’s progress and skill level I will adjust to use a different kind of assessment to
measure mastery. I will shade in the percentage level the students have mastered and they will know that we
will not move on from the standard until 80% or students have mastered 80% of the standard.

(Brack, 2018)

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Sample Unit:

Subject: 8th Grade English

Topic: Writing an Argumentative Essay
Overall Standard: LITERACY.W.8.1

MAY2019 SUBJECT English Language Arts PERIOD Period

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

: 1 2 3 4/5
Day 1: Day 2: Day 3: Day 4: Day 5:
Recognizing Modes of Incorporating Arguments in Using evidence to
arguments in texts persuasion: logos, modes of informal debates write a Debate
1

pathos, ethos persuasion into

writing
notes
WEEK

6 7 8 9 10 11/12
Day 6: Day 7: Day 8: Day 9: Day 10:
Argumentative Argumentative Writing an Writing an Writing an
essay draft essay draft argumentative argumentative argumentative
2

essay essay essay

notes
WEEK

13 14 15 16 17 18/19
3

notes
WEEK

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Day 1: Recognizing arguments in texts
 Standard: 8.1.A: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
o Objective 1: Students will be able to acknowledge and distinguish claims from opposing claims
in arguments.
 Informal assessment: Students will be able to talk about why the points made for and
against Fortnite in the video were effective
 Formal assessment: Students will be able to fill out the pros/ cons outline for the smart
phone articles. They will be able to identify at least three supporting examples for each
article.

Day 2: Modes of persuasion: logos, pathos, and ethos

 W.8.1.C: Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
o Objective 1: Students will be able to identify how modes of persuasion are used to support claims
in an argument.
 Informal assessment: Students will be able to participate in group discussion when
determining which mode of persuasion is being used in advertisements.
 Formal assessment: Students will be able to create their own arguments using modes of
persuasion for the Modes of Persuasion Advertisements worksheet

 SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
o Objective 2: Students will be able to incorporate modes of persuasion in their own arguments
and present them to the class.
 Informal assessment: Students will be able to discuss how modes of persuasion enhance
an argument while working in groups to complete the Modes of Persuasion
Advertisement worksheet.
 Formal assessment: Students will be able to present to the class a short, strong argument
using modes of persuasion.

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Day 3: Incorporating modes of persuasion into writing
 8.1.C: Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
o Objective 1: Students will be able to identify the modes of persuasion that make academic
writing persuasive.
 Informal assessment: The students will be able to underline and identify the modes of
persuasion in the “5 Reasons Your Kid Should Not Have a Cell Phone” article.
 Formal assessment: The students will be able to label the modes of persuasion in the
evidence from the “5 Reasons your Kid Should Not Have a Cell Phone” article.
o Objective 2: Students will be able to incorporate the modes of persuasion into their own writing.
 Informal assessment: The teacher will ask students through their writing process if they
are understanding how to incorporate modes of persuasion.
 Formal assessment: Students will produce an argumentative paper in the form of a
letter to a parent or teacher. They will use all three modes of persuasion at least once.

Day 4: Arguments in informal debates

 W.8.1.B: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating and understanding of the topic or text.
o Objective 1: Students will be able to create a strong argument using logical reasoning and
evidence to demonstrate understanding of a topic
 Informal assessment: The teacher will monitor the students as they work together to
create a persuasive argument to present to the class.
 Formal assessment: Students will write and present persuasive arguments incorporating
modes of persuasion and evidence pulled from prior knowledge.

 SL.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details: use appropriate eye contact,
adequate volume, and clear pronunciation.
o Objective 2: Students will be able to present their arguments in a coherent manner with relevant
evidence, sound reasoning, and well-chosen details.
 Informal assessment: Students will discuss in their corner groups how to create and
present persuasive arguments.
 Formal assessment: Students will present their arguments clearly to the class.

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Day 5: Using evidence to write a debate
 W.8.1.B: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
o Objective 1: Students will be able to use logical reasoning and relevant evidence from credible
sources to create an argument.
 Informal assessment: Students will find relevant evidence in an academic article to
support their argument. They will underline evidence in the articles.
 Formal assessment: Students will incorporate the evidence they found into an
argumentative essay and draft.

 SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
o Objective 2: Students will be able to present their argument in a persuasive manner with another
student.
 Informal assessment: Students will talk about the evidence they are using for their
argument in small groups.
 Formal assessment: Students will present their argument in small groups.

Day 6-7: Argumentative essay draft

 W.8.1.B: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
o Objective 1: Students will be able to research accurate and relevant evidence for their argument
 Informal assessment: Students will find relevant evidence using credible sources to
support their argument.
 Formal assessment: Students will provide two pieces of evidence from research for each
of their two supporting reasons.
o Objective 2: Students will be able to create a draft for their argument including: a hook, buffer,
thesis, reason one (with 2 examples), reason two (with 2 examples), a counter argument, and a
closing.
 Informal assessment: Students will be able to discuss their ideas and drafting process
with the teacher.
 Formal assessment: Students will create a draft for their argument including: a hook,
buffer, thesis, reason one (with 2 examples), reason two (with 2 examples), a counter
argument, and a closing.

 W.8.1.C: Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
o Objective 3: Students will be able to incorporate appropriate transition words into their drafts.
 Informal assessment: For the anticipatory set (day 2) students will be able to sort
transition words into five categories: “words for the beginning”, “words for the middle”,
“words for the end”, “Evidence”, and “Opposing view”.

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  Formal assessment: Students will be able to incorporate transition words in the
appropriate places in their drafts. (At least 1 per body paragraph).

Day 8-10: Writing an argumentative essay

 W.8.1.C: Use words, phrases, and clauses to create cohesion and clarify the relationships among
claims, counterclaims, reasons, and evidence.
o Objective 1: Students will be able to use transition words and modes of persuasion to improve
the cohesion and clarity of their writing.
 Formal assessment: Students will use transition words and modes of persuasion in each
paragraph as stated in the Argumentative Essay Rubric.

 W.8.1.D: Establish and maintain a formal style.

o Objective 2: Students will be able to turn their draft into an essay written in a formal style.
 Formal assessment: Students will write a final argumentative paper in the formal style
laid out in the Argument Sandwich Outline.

 W.8.1.E: Provide a concluding statement or section that follows from and supports the argument
presented.
o Objective 3: Students will be able to create a concluding paragraph that incorporates a restated
thesis and final remarks.
 Formal assessment: Students will write a conclusion following the guidelines in the
Argumentative Essay Rubric.

5 Assessment Titles Used through Parts 9-11

Formal Summative Assessment: Final Argument Paper (Day 8-10)

Interim Assessment: Draft for Final Argument Paper
Interim Assessment: Argument Presentations
Formative Assessment: Finding Argument Evidence in Article
Formative Assessment: Students Write an Argument to a Parent Using Modes of Persuasion

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Formal Summative Assessment: Final Argument Paper

My entire unit is working towards 8th grade students becoming proficient in creating a final
argumentative paper as a formal summative assessment. Every lesson prior is teaching a component of the
argument paper. Students learn how to identify a good argument in a text, define the modes of persuasion
(logos, pathos, and ethos), use modes of persuasion in writing, incorporate arguments in informal debates,
using evidence to write a debate, and writing a draft and final paper for an argumentative paper. There are
many formative and interim assessments over each concept that come before the final paper that will assess
student progress.

The essay question will look as follows:

Write an argumentative essay on one of the three topics given by the teacher. Your paper must include
an introduction paragraph with a clear thesis, two supporting reasons with two pieces of evidence each, a
counter argument, and a closing paragraph.

Choose one of these three topics to write your paper on:

1. Should parents limit the amount of video games their children are playing?
2. Should there be an age limit for social media
3. Should teenagers be expected to get jobs in high school?

Rubric: There is a rubric on the following page that students will receive prior to writing their draft (Interim
assessment for days 6&7) and final paper. The rubric clearly lays out the guidelines and how students can score
points on their paper. The essay is scored out of 24 points but it will be graded on the 13-point scale. So if a
student scores a 20/24 I will divide both numbers by 2 (so it reads 10/12) and add an extra free point if students
turned in their completely finished draft by the deadline. If the student turned in their draft on time their final
score would be 11/13 which is an A-.

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 Argumentative Essay Rubric
Category: 4- Above Standards 3- Meets 2-Approaching 1-Below Score
Standards Standards Standards
Introduction The Introduction The introduction The introduction The introduction
clearly names the topic clearly names the only names the does not name the
and the stance the topic and the topic and not the topic or the stance
author is taking. stance the author is stance the author is the author is taking
Contains an interesting taking. taking.
hook and clear buffer
statement.
Focus Claim The thesis statement The thesis names The thesis outline The thesis
or Thesis names stance the the author’s stance some or all of the statement does not
Statement author is taking on the on the topic. main points to be name the topic
topic and outlines the discussed but does AND does not
main points to be not name the topic. preview what will
discussed. be discussed.
Reasons/ The body includes 2 or The body includes The body includes The body is
Support for more reasons 2 or more reasons 1 reason supporting missing 2 reasons
Position supporting the author’s supporting the the author’s stance or a
stance and one counter author’s stance and and one counterargument.
argument. The reasons one counter counterargument.
and counter argument argument. The The reasons and
are relevant and reasons and counter argument
clearly stated. counter argument are either not
are either not relevant or not
relevant or not clearly stated.
clearly stated.
Evidence and Each supporting Each supporting Each supporting Evidence and
Examples reason has two reason has two reason has one examples are not
examples of evidence. examples of example of relevant and/ or not
All evidence is evidence. Most evidence. At least explained.
specific, relevant, and evidence is one example is
has an explanation. specific, relevant, specific and
and has an provides an
explanation. explanation.

Closing The conclusion is The conclusion is The author’s There is no

Paragraph strong and leaves the recognizable. The position is restated conclusion- the
reader understanding author’s position is within the closing paper just ends.
the writer’s position. restated within the paragraph, but not
The thesis is restated first two sentences near the beginning.
at eh beginning of the of the closing
closing paragraph. paragraph.

Transitions At least one transition Transitions are Transitions are Transitions are
is used for every body used in 2 of the 3 used in 1 of the 3 missing or used
paragraph. Transitions body paragraphs. body paragraphs. inappropriately in a
are used appropriately Transitions are The transition is way that does not
and improve writing. used appropriately used appropriately improve the
and improve and improves writing.
writing. writing.

Total: _________/24

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Sample Assessment (High Performing Student)

Students Working Jobs

Young people have many things they need to balance, and it has been debated
by many if working a job should be another thing on their plate. Although work
consumes a lot of energy and time, it can be very beneficial for teenagers. Many
students are able to successfully balance work with extracurricular activities, and
they show that there are great benefits in doing so. They are more likely to become
independent, ambitious, experienced, responsible, and professional. Working a job in
high school should become more popular because it provides students with money
management skills and experience.

One of the greatest advantages for high school students working a job is that
they can learn important money management skills. Students who work a job have
more freedom to buy whatever they want because they have money. This can be a lot
of responsibility and these kids need to learn how to save money and spend money.
They would also probably want to save up for a car, a house or college so they would
need to learn how much money they can spend and how much they should put away
in savings. These teenagers will have more money and more opportunities when they
graduate.

Another reason teenagers should get a job is because they will gain valuable
experience. Teenagers who are working are learning important lessons that you do
not learn in school like social skills, money skills, and job skills. These skills will come
in handy when these kids are in college or looking for a job later. Students who work
jobs will be more professional and better at communicating.

Some people might say that kids should just be kids and high schoolers should
not have to worry about getting a job and earning money. They should be hanging out
with friends and enjoying free time before they become adults. However, students
who work jobs can still have a social life and time for themselves. Working a job
teaches a teenager how to manage their time and talk to a boss to ask for days off.
This makes them more mature and more prepared for after high school. Teenagers
can still have fun and hang out with their friends and work a job they just need to be
smart about it.

In conclusion, more teenagers should work jobs because it will teach them
important life lessons like money management and life experience. These teenagers
who are working become harder working, responsible, and ready for real life. Every
student should try working a job in high school to see what kinds of things they learn
about themselves.

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36 | P a g e
Sample Assessment (Medium Performing Student)

Students Working Jobs

I think more teenagers should be working jobs in high school. Work can be a
lot of energy and time, but it can be very good for teenagers. They are more likely to
become independent, hard-working, and smarter. Working a job in high school should
become more popular because it gives students money and experience.

Firstly, the most important part of high schoolers working is that they can
learn money management skills. Students who work a job have more freedom to buy
whatever they want because they have money. They would also probably want to save
up for a car, a house or college so they would need to learn how much money they
can spend and how much they should put away in savings. These teenagers will have
more money to do what they want and be independent.

Second, teenagers should get a job is because they will get experience.
Teenagers who are working are learning important lessons that you do not learn in
school like social skills, money skills, and job skills. These skills will come in handy
when these kids are in college or looking for a job later. Students who work jobs will
be more professional.

Some people might say that kids should just be kids and high schoolers should
not have to worry about getting a job and earning money. They should be hanging out
with friends and enjoying free time before they become adults. However, students
who work jobs can still have a social life and time for themselves. They have to
manage their time which makes them more mature and more prepared for after high
school. Teenagers can still have fun and hang out with their friends and work a job
they just need to be smart about it.

So more teenagers should work jobs because it will teach them important life
lessons like money management and life experience. These teenagers who are working
become harder working, responsible, and ready for real life. Every student should try
working a job in high school to see what kinds of things they learn about themselves.

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38 | P a g e
Sample Assessment (Low Performing Student)

Students Working Jobs

Teenagers should have jobs. Jobs are good. Working a job in high school
should become more popular because it gives students money and experience.

Teenagers get more money for working they can spend on whatever they want.
This is better than not having money. Teenagers should work to get more money.

Teenagers should get a job is because they will get experience. Teenagers who
are working learn more than you do in school. I learn more at my job than school and
I learn important things there.

Teenagers who don’t work a job are lazy and don’t want to work. They want to
have other people work for them and give them stuff. I’d rather be someone who
gets their own stuff instead of someone always buying it for me.

Teenagers should have jobs because they will have more money and
experience. These kids will be smarter and more prepared because they are working
jobs.

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Data from Assessments

Scores found on rubric (4:above standard, 3: meets standard, 2: approaching 13-

Student standard, 1: Below standard) Total Point
Scale
Introduction Thesis Reasons/ Evidence Closing Transitions Grade
Statement Support and Paragraph
Examples

1 4 4 4 4 4 4 24 13
2 4 4 4 3 3 3 21 11.5
3 3 4 4 3 4 4 22 12
4 2 3 3 4 3 2 17 9.5
5 3 3 4 3 4 2 19 10.5
6 4 4 4 3 3 3 21 11.5
7 3 4 3 3 4 2 19 10.5
8 4 4 3 4 3 3 21 11.5
9 4 4 2 3 4 4 21 11.5
10 2 3 2 2 3 3 15 8.5
11 3 4 3 3 4 4 21 11.5
12 1 2 1 3 3 2 12 7
13 4 4 2 2 4 4 20 11
14 3 3 2 3 4 3 18 10
15 4 4 3 2 4 2 19 10.5
16 4 4 2 2 3 3 18 10
17 4 4 3 3 3 4 21 11.5
18 2 3 2 2 4 2 15 8.5
19 3 3 3 3 3 3 18 10
20 1 2 2 2 2 1 10 6
21 3 4 3 2 3 3 18 10
22 4 4 3 3 2 2 18 10
23 4 4 4 2 3 2 19 10.5
24 3 4 3 3 4 1 18 10
25 4 4 4 2 4 2 20 11
26 4 4 3 2 4 2 19 10.5
Average 3.23 3.61 2.92 2.73 3.42 2.69 18.62 10.3

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Data from Assessments

Proficiency of Students Writing Argumentative Essays

4

3.5

2.5

1.5

0.5

Introduction Thesis Statement Reasons Evidence Closing Paragraph Transitions

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Data Retreat Model for Task Analysis
Facts
Students consistently scored the
highest in the thesis statement
section.
Students scored the highest in the
introduction and closing
paragraphs.
Student 20 scored below
proficient on every section of the
paper.
Some students did not include a
counter argument paragraph like
they were supposed to but there
was no category to score them in
so they lost no points.
Many students struggled with
spelling, grammar, and
mechanics but were not graded
down for this.
Using evidence to support
reasons was the lowest scoring
component.
Students also scored low on
using transitions.
The four students who scored the
lowest all sit at the same table.
The two top scoring students
rarely participate in class.
A good portion of students
scored consistent 2s or 3s.
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Hypothesis
We spend a considerable amount
of class time looking at the
formula for creating a good thesis
statement.
Nearly all students are proficient
in the introduction and closing
paragraphs. Less time was spent
on the formula for body
paragraphs.
The student was either confused
with the basic concept of what
we were doing or they were not
motivated and did not put forth
effort.
Students saw that they wouldn’t
lose points and deemed it not
worth their time to include this
important piece in the paper.
Students may not have cared to
take extra care with spelling and
grammar because it was not
scored on the rubric.
This was covered pretty heavily
throughout the unit, but the
expectation for the paper may not
have been clear.
This may have been a newer
concept that the students needed
more practice in before feeling
confident.
These students were talking and
distracting each other from
producing quality work.
These students are shy or
embarrassed of their good ideas.
These students were capable of
earning higher but did not check
over work.
Classroom Connection/
Action Plan
Spend the same amount of class
time on the structure and content
of body paragraphs as we do the
introduction and closing
paragraphs.
The teacher does extra checks for
understanding with the whole
class or for this specific student
to make sure they are keeping up
with the basic information.
Include this as a part of the
rubric.
Include this as part of the rubric
or as the units go on and students
learn grammar increase the
expectation for good spelling and
grammar.
Show students high, medium, and
poor examples before writing the
paper.
Practice more as a class before
having students write the final
paper.
Separate students from one
another while it is in class work
time so they can focus.
Encourage them to improve class
discussions by sharing their great
ideas.
Encourage students to revise their
work or peer review before
turning it in.
Sample Interim Assessment 1:

Argument Sandwich Outline: In this unit students will be creating an outline for a final argumentative
essay as an interim assessment. The final essay is the summative assessment, so they must first complete the
outline to prove their learning before writing the final paper. Before creating the “Argument Sandwich
Outline” students will watch a video explaining each part of the “sandwich”. These are the introduction
which includes the hook, buffer, and thesis; two reasons; two examples for each reason; a counterargument;
and a conclusion. Before this interim assessment is scored each of these components will be taught and
assessed in their own lessons. Students will also be adding transition words to the rubric. Once they have
completed the rubric they are to write in at least one transition word they will use in the body paragraphs on
the left side of the page. The interim assessment will be scored using the same rubric above from the final
summative assessment.

1-5 Objectives in this assessment:

1. Students will be able to research accurate and relevant evidence for their argument.
2. Students will be able to create a draft for their argument including a: hook, buffer,
thesis, 2 reasons with 2 examples for each, a counter argument, and a closing
paragraph.
3. Students will be able to incorporate appropriate transition words into their draft.

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 Argument Sandwich Outline

Topic:______________________________________

Hook:_____________________________________________________________

____________________________________________________________

Buffer:____________________________________________________________

____________________________________________________________

Position (thesis): ___________________________________________________

____________________________________________________________

Reason 1:__________________________________________________________

Example 1:__________________________________________________

____________________________________________________________

Example 2:__________________________________________________

____________________________________________________________

Reason 1:_________________________________________________________

Example 1:__________________________________________________

____________________________________________________________

Example 2:__________________________________________________

____________________________________________________________

Counterargument:___________________________________________________

____________________________________________________________

____________________________________________________________

Conclusion:________________________________________________________

____________________________________________________________

____________________________________________________________

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46 | P a g e
Data Retreat Model for Task Analysis
Facts
Students include transition words
in the margins, but they will not
always fit in right when the
student writes the paper.
Students scored lowest on
finding relevant and appropriate
examples.
A group of students did not score
well on creating an introduction
paragraph and thesis.
Students did a great job crafting
counterarguments.
Students were proficient in
crafting thesis statements.
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Hypothesis
Students copy down a transition
word that seems appropriate
because of the number of the
paragraph.
Students do not understand the
difference between specific,
relevant examples with an
explanation and insufficient
examples.
These students have not grasped
the concept yet.
They are not totally convinced by
their arguments but still able to
argue them which is very good.
They followed the formula taught
in class.
Classroom Connection/
Action Plan
Teach a separate lesson on using
appropriate transition words in a
written assignment.
Teach a separate lesson on
explaining examples and why
they prove the point.
While other students are working
independently on writing their
papers, work with the small
group of students on crafting
their introduction.
Sample Interim Assessment 2:

Students will look at multiple trustworthy sources and pick out important information
they will use for evidence to support an argument. They will fill out a quick outline and
present it to the class in a five minute presentation. The teacher will great them using a
simple rubric that looks like this:

Argument Presentation:

 Student presents a clear thesis that

makes sense and supports their
argument.
 Students present two pieces of
evidence that support their
argument.
 Students present evidence that
supports the counter argument.
 Students have a closing statement
that summarizes their argument.

This assessment will be checking for student understanding that will eventually help
them create an argument outline and final paper. If the student’s presentation meets
these requirements the teacher will check the box to show their understanding.

Objectives
1. Students will be able to use logical reasoning and relevant evidence from credible sources to
create an argument.
2. Students will be able to present their argument in a persuasive manner with another student.

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Copy of assessment

Students will fill out this outline as they find evidence. They will then present their article to the class.

Name____________________

Title:_______________________________________

Thesis:
__________________________________________________________________________________________

Evidence 1: _______________________________________________________________________________

Evidence 2:

Counter argument:

Closing Statement:

__________________________________________________________________________________________

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Data Retreat Model for Task Analysis
Facts
Many students found
evidence but it was not
always relevant or directly
supporting their argument.
Some students struggled to
present the information
Some students found much
more than two pieces of
evidence but only presented
two.
Nearly all students mastered
the thesis and conclusion.
Some students’
counterargument did not
support their argument.
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Hypothesis Classroom Connection/
Action Plan
Students were looking for Have students try to
evidence but not paying convince each other using
attention if it supports their
the evidence before
argument. presenting it to see if it
makes sense.
Student may have been Have students practice
nervous or anxious about presenting by reading their
presenting aloud. outline but grade their paper.
There was only room on the Allow students to practice
assessment for two pieces their knowledge by reading
of evidence. all of their pieces of evidence
that support their argument.
They followed the formula
for creating a thesis and
conclusion.
Students found ways to Teach a separate lesson on
counter their arguments but making counterarguments
they were not able to make support their argument.
them support their own
argument.
Sample Formative Assessment 1

Finding argument evidence in an article

In this assessment students will read through two articles. One well written article on why
parents should wait to give their children smart phones and one article on why 8th graders should
have smart phones. The well written article provides much more data. Students are to underline
all the data or evidence they find that supports the author’s argument. Then they are to write the
data points into a chart comparing the two articles. One is clearly more persuasive and filled with
evidence. This helps students learn that the most powerful way to prove a point is to provide
evidence supporting your argument. This is assessing their ability to identify evidence.
If students do an excellent job in finding evidence we will move on to the next objective
in the unit. If I look at their worksheets and realize some students are struggling, the next day I
will work with struggling students in small groups and give more explicit instruction on how to
find evidence and how it supports the argument the author is making.

Sample Formative Assessment 2

Writing an argumentative letter to a parent

This assessment will occur at the very beginning of the unit. Students will identify
something they want to convince their parents of and they will write an argumentative letter to
them. This will be like a pre-assessment that I will use to compare student progress to. I will
score the letter with a rubric shown below. I will not count this as a grade that goes towards the
student’s final grade because they have not learned how to use most of these components. I want
to see what students already know and what students need the most help learning.

 Introduction: Dear ___________

 Thesis statement (what you’re arguing)

 3 Supporting reasons

 Example of Logos

 Example of Pathos

 Example of Ethos

 Closing: Sincerely, _______________

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 I will use this data to show the student’s progress over time. An example of a student
who improves over the course of a unit will look like this:

Unit Summary using the 13-Point Scale

Student Pre- Formative interim Formative interim Summative
assessment assessment # assessment # assessment
1 2 3 4 5 6 7
1 6 8 9 9 11 10 12 11 9 12 13

Chart Title
14
12
10
8
6
4
2
0

Series 1 Column1 Column2

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References
Bernhardt, V.L. (1998). Multiple Measure. Invited Monograph NO. 4.

Brack, T. (2018). Student Data Tracking That You Can Keep Up With. Maneuvering the Middle.

Dueck, M. (2014). The Problem with Penalties. Educational Leadership.

Guskey, T. R. (1994). Making the Grade: What Benefits Students? Educational

Leadership,52(2), 14-19.

Kelly, J. (2016). Persuasive Essay on Teenage Jobs. Teen Job Section.

Leahy, S., Lyon C., Thompson, M., Wiliam D. (2005). Classroom Assessment Minute by

Minute, Day by Day. Educational Educational Leadership.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works:

research based strategies for increasing student achievement. Alexandria , VA: ASCD.

Stiggins, R. (2007). Assessment Through the Student's Eyes. Educational Leadership

Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for

student learning: doing it right - using it well. Upper Saddle River, NJ: Pearson

Education, Inc.

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