Appendix D: Evaluation Example

Sample 2: Grade 9

Topic: The Sporting Challenge

Comprehend and Respond (Comprehension)

It is expected that students will:

• demonstrate an understanding of the main ideas, events, or themes of a variety of novels, stories, poetry, other print material, and electronic media
• organize details and information about material they have read, heard, or viewed using a variety of written or graphic forms
• cite specific information from stories, articles, novels, poetry, or mass media to support their inferences and to respond to tasks related to the works

It is expected that students will:

• relate ideas and information in works of communication to universal themes
• use information that they have read, heard, or viewed to develop research questions or creative works or to complete response activities

It is expected that students will:

• identify and investigate how different cultures and socio-economic groups are portrayed in the media

It is expected that students will:

• locate, access, and select appropriate information from a variety of resources (including technological sources)

It is expected that students will:

• create a variety of communications designed to persuade, inform, and entertain classroom and other audiences

It is expected that students will:

• analyse their understanding and beliefs to draw conclusions and identify gaps or contradictions in their thinking

It is expected that students will:

• use language to prompt and support others
• evaluate and modify their own roles in group interactions in a variety of contexts

It is expected that students will:

• analyse the influence of language and cultural diversity on themselves and their communities

The unit involved students in a series of activities related to reading poems, stories, and non-fiction in the Sports in Literature Anthology: Literature and Writing through Poems, Stories, and Non-Fiction. Evaluation was based on three assignments:

• a flip book
• personal writing
• baseball questions for reading

• Students wrote entries in their response journals as they read the selections. They then discussed what they read in student-led groups and as a whole class.
• In their response journals and in discussions, students decided to make connections between what they were reading and the various sports and recreation programs shown on TV. The purpose was to analyse what viewpoints are usually presented about sports figures and events.
• Students used response-journal entries as the basis for the flip books they produced for this unit. Each student constructed a flip book by folding a half-sheet of Bristol board into four sections like a pamphlet. The flip book was two-sided with eight sections in total. Each section was to contain one of the following items:
  • a plot graph for a story
  • a graphic organizer showing the main ideas and supporting details for an article
  • central word connections for a poem
  • a bio-poem about a central character
  • a mini critique of a TV sports event
  • a three-colour cluster for a selected poem
  • a total of six student-generated questions (on-the-line, between-the-line, and beyond-the-line) for a selected story or article
• Students did personal writing on the theme of facing a sporting challenge. The teacher taught mini lessons on each of the writing forms they could use: narrative essay, short story, or narrative poem. The class read about and analysed each of the forms before selecting one for their expositions.
• As a concluding activity, students formed small groups and, using a baseball format, generated questions and answers about the selections they had read. They generated first-base questions (very easy, answers in the text), second-base questions (easy, but answers not always in the text), third-base questions (more difficult, require some thought and interpretation), and home-run questions (most difficult, may not have a "right" answer; evidence to support the answer must be provided).

The teacher reviewed with students the learning outcomes for these activities and explained the requirements of each task. The teacher and students decided that the following key criteria should be demonstrated in the assigned tasks.

Flip Book

• content and visual display are original, creative, and engaging for the reader
• includes required components for each section
• has sense of personal connection and thoughtful interpretation
• writing is clear and purposeful within the conventions of the form
• provides specific references to selections read
• few surface feature errors; only noticeable if looking for them

• engaging and creative, and has a strong sense of personal voice and content
• use of detail, varied sentences
• use of precise vocabulary and figurative language to enhance mood and meaning
• logical and appealing organization
• chosen form enhances meaning
• surface features follow standard rules and conventions

• complete; required number of questions are appropriately designated for each category
• answers supplied for questions contain sufficient detail and evidence from text
• questions make sense and the intention is clear

The teacher and students used criteria lists and rating scales to assess and evaluate student performance.

Criteria	Rating
content and visual display are original, creative, and engaging for the reader	5    4    3    2    1    0
includes required components for each section	5    4    3    2    1    0
has sense of personal connection and thoughtful interpretation	5    4    3    2    1    0
writing is clear and purposeful within the conventions of the form	5    4    3    2    1    0
provides specific references to selections read	5    4    3    2    1    0
few surface feature errors; only noticeable if looking for them	5    4    3    2    1    0

Key:

5­criteria demonstrated at a strong level
4­criteria demonstrated at a good level
3­criteria demonstrated at a satisfactory level
2­criteria demonstrated at a minimal level
1­some evidence of criteria
0­criteria not evident

Rating	Criteria
Outstanding	engaging, creative, and thoughtful presentation of personal event or viewpoint precise, vivid, and sophisticated vocabulary; varied patterns and lengths of sentences coherent and organized structure chosen form effectively and innovatively conveys content use of figurative language skillfully enhances mood and meaning few surface feature errors; only noticeable if looking for them
Very Good	clear and thoughtful presentation of personal event or viewpoint complex, precise vocabulary and varied sentences logical organization chosen form effectively conveys content use of figurative language enhances mood and meaning few surface feature errors; might be occasional spelling or punctuation errors
Good	quite well-developed and detailed presentation of personal event or viewpoint generally precise vocabulary and complex sentence structures containing minimal errors obvious organization chosen form appropriate for content attempts to use figurative language to convey mood and meaning generally few surface feature errors; some punctuation, spelling, or pronoun reference errors
Satisfactory	direct and usually easy-to-read presentation of personal event or viewpoint straightforward vocabulary and effective sentences that are rarely complex or varied competent organization chosen form generally appropriate for content seldom uses figurative language or use may be vague or unclear surface feature errors such as comma splice, spelling, or pronoun reference errors
Minimally Acceptable	limited clarity and thought in presentation of personal event or viewpoint unsophisticated and, at times, inappropriate vocabulary with simple sentences lacking in variety evidence of some organization chosen form rarely conveys content effectively figurative language unclear or not used surface feature errors may at times distract reader

Rating	Criteria
Strong	Questions and answers demonstrate the criteria at a strong level; exceed requirements.
Competent	Criteria are competently demonstrated. Questions and answers are satisfactory.
Minimal	Questions and answers offer minimal evidence of the criteria.

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