Fair+Assessments

Assessing The Jazz Styles Unit I will score this type of assignment using analytic scoring, rather than holistic scoring (points are given for each major segment- research inclusions, citations or credits, written script, technology use, audio track, use of appropriate of images, etc. ). A series of build –up scores will be given as the work for the project progresses (see the **Daily Work Record Sheet** below). I do this because many students will do great research, but have a weak written script or poor voice recording quality. The depth of the project requires a perfect mix of group talent for an exemplary outcome.



Concepts To Be Assessed
// (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content). //
 * Organization, synthesis, and presentation of research.
 * Proper use of contextual vocabulary (i.e. //cool, be bop, solo, improvisation, form, scat, tone,// etc.).
 * Script writing form, structure, chronology, and inclusion of information.
 * Reference to and synthesis of historic, social, and cultural context.
 * Effective use of technology, software, and resources.
 * Citation and credit of resources.
 * Quality of script reading (//diction, pace, volume, tone//)
 * Structure and effectiveness of multimedia presentation

listeners; host states first name; includes adequate information to catch the listener's interest. || Not particularly inviting; listener will have some idea what is to come || Does not address listeners; provides only a basic introduction || No clear introduction || Organization**// || Details are in logical order; presented effectively; keeps interest of listeners || Details in logical order; sometime presented poorly; listener loses interest at times || Some details poorly organized;distracting to listener || Many details in unexpected order; listeners perceive limited sense of organization || //**Pronunciation**// || Includes all required vocabulary words; accurate use of words in context; spoken naturally, with correct pronunciation in phrases or sentences || Includes all required vocabulary words; most words used in context; spoken with correct pronunciation in phrases or sentences || Includes most vocabulary words; some used out of context; pronunciation is acceptable || Missing required vocabulary words; words used out of context; poorly spoken with disorganized phasing || spoken; pace and flow are exceptional || Phrases spoken well; pace and flow slightly disrupted || Phrases broken and disjunct at times; flow is unnatural and poses a distraction to listeners || Phrasing is unacceptable; flow is non-existent; not listenable || concept for the listener; reviews all important information || Conclusion is acceptable; recognizable attempt to unify the concept; reviews some information || Makes effort to conclude; incomplete review; wrap-up inadequate || No effort to conclude ||
 * === Podcasting Rubric (Used For Multimedia Presentation) === ||
 * **//CATEGORY//** || **//4//** || **//3//** || **//2//** || **//1//** ||
 * //**Introduction**// || Introduction is inviting to
 * //**Sequence &
 * //**Vocabulary Use**//
 * //**Rhythm / Pace**// || Phrases sound natural when
 * //**Conclusion**// || Strong conclusion; unifies the

The following scoring guide should look familiar to you. I present this to the students as a goal sheet for their writing. It will also serve to remind me what good writing is all about. It's easy to get lost in "technology world" during a project like this!

** PENNSYLVANIA **** WRITING ASSESSMENT DOMAIN SCORING GUIDE ** The single controlling point made with an awareness of task about a specific topic. || **__ CONTENT __** The presence of ideas developed through facts, examples, anecdotes, details, opinions, statistics, reasons, and/or explanations. || **__ ORGANIZATION __** The order developed and sustained within and across paragraphs using transitional devices and including introduction and conclusion. || **__ STYLE __** The choice, use and arrangement of words and sentence structures that create tone and voice. || **__ CONVENTIONS __** Grammar, mechanics, spelling, usage and sentence formation. ||
 * || **__ FOCUS __**


 * ** ** || ** ---FOCUS ** || ** CONTENT- ** || ** ORGANIZATION ** || ** ---STYLE--- ** || ** -CONVENTIONS- ** ||

|| Functional arrangement of content that sustains a logical order with some evidence of transitions. || Generic use of a variety of words and sentence structures that may or may not create writer's voice and tone appropriate to audience. || Sufficient control of grammar, mechanics, spelling, usage and sentence formation. ||
 * ** 4 ** || Sharp, distinct controlling point made about a single topic with evident awareness of task. || Substantial, specific, and/or illustrative content demonstrating strong development and sophisticated ideas. || Sophisticated arrangement of content with evident and/or subtle transitions. || Precise, illustrative use of a variety of words and sentence structures to create consistent writer's voice and tone appropriate to audience. || Evident control of grammar, mechanics, spelling, usage and sentence formation. ||
 * ** 3 ** || Apparent point made about a single topic with sufficient awareness of task. || Sufficiently developed content with adequate elaboration or explanation.
 * ** 2 ** || No apparent point but evidence of a specific topic. || Limited content with inadequate elaboration or explanation. || Confused or inconsistent arrangement of content with or without attempts at transition. || Limited word choice and control of sentence structures that inhibit voice and tone. || Limited control of grammar, mechanics, spelling, usage and sentence formation. ||
 * ** 1 ** || Minimal evidence of a topic. || Superficial and/or minimal content. || Minimal control of content arrangement. || Minimal variety in word choice and minimal control of sentence structures. || Minimal control of grammar, mechanics, spelling, usage and sentence formation. ||