Page 158 - ELA_CA_HighSchool_Sampler_Flipbook

94 SpringBoard® English Language Arts Senior English
EMBEDDED ASSESSMENT 2
continued
Writing a Reflective Essay
SCORING GUIDE
Scoring Criteria
Exemplary
Proficient
Emerging
Ideas
The essay
• thoroughly
demonstrates
a perceptive understanding of the relationship between the event and the thematic concept
• uses specific and well-chosen details to create a convincing, compelling text.
The essay
• demonstrates a solid
understanding of the relationship between the chosen event and the thematic concept
• uses specific
details to provide support and create a convincing text.
The essay
• demonstrates
a superficial understanding of the relationship between the event and the thematic concept
• underutilizes details, and those included do little to create a convincing text.
Incomplete
The essay
• demonstrates
no obvious understanding of the relationship between the event and the thematic concept
• uses very few details or language to create an engaging or convincing text.
Structure
The essay
• shows a perceptive
understanding of the relationships among event, response, and reflection
• uses transitions to enhance overall coherence and
to connect ideas smoothly.
The essay
• uses a form or
structure that is appropriate to the purpose
• uses transitional words, phrases, and clauses to link events and signal shifts between ideas.
The essay
• uses a form or
structure that shows little understanding of the relationships among event, response, and reflection
• may contain minimal use of transitions.
The essay
• uses a confusing
form or structure that shows a lack of understanding of the relationships among event, response, and reflection
• moves between ideas without use of transitions.
Use of Language
The essay
• uses diction, syntax,
and stylistic devices that are notable and appropriate for the subject, purpose, and audience
• demonstrates
strong command
of the conventions
of standard English capitalization, punctuation, spelling, grammar, and usage with few or no errors.
The essay
• uses diction, syntax,
and other stylistic devices that are appropriate for the subject, purpose, and audience
• demonstrates adequate command of standard writing conventions; may contain minor errors that do not interfere with meaning.
The essay
• uses vague diction,
confusing syntax, and other stylistic devices less effectively for the subject, purpose, and audience
• contains errors in standard writing conventions that interfere with meaning.
The essay
• uses inappropriate
diction, confusing syntax, and other stylistic devices that do not support the subject, purpose, and audience
• contains multiple serious errors in standard writing conventions that interfere with meaning.
TEACHER
EMBEDDED ASSESSMENT 2 continued
TO TEACHER
You may choose to manage student presentations in a variety of ways depending on the length and style of the presentations, the number of students per class, and the amount of class time you want to devote to live presenting. There are a number of media resources available online that can facilitate digital video or audio submissions. Video and audio sharing websites can also provide a platform for students to view each other’s presentations and leave peer feedback.
Portfolio Be sure students address the reflection question as a separate part of the Embedded Assessment assignment so they can include
it separately. All notes for and drafts of the reflective essay should be collected together to show the process students completed in successfully accomplishing the task.
SCORING GUIDE
When you score this Embedded Assessment, you may wish to
make copies or download and print copies of the Scoring Guide from SpringBoard Digital. In this way, you can have a copy to mark for each student’s work. The Presenting Scoring Guide and Audience Notes and Feedback graphic organizer are available in the Resources section of the student and teacher editions.
94 SpringBoard® English Language Arts Senior English
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COMMON CORE STATE STANDARDS
includes appropriate narrative techniques (e.g. dialogue, pacing, description); and draws comparisons between the specific incident and broader themes. (11th or 12th grade) CA
Additional Standards Addressed:
W.11–12.4; W.11–12.5; W.11–12.10; L.11–12.2b; SL.11–12.4a
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SL.11–12.4a: Plan and deliver a reflective narrative that: explores the significance of a personal experience, event, or concern; uses sensory language to convey a vivid picture;
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© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.