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EMBEDDED ASSESSMENT 1 continued
8 Reflection: These questions
are meant to encourage students
to reflect on their learning and set goals for future performance. The reflection questions that follow
each Embedded Assessment
will become part of a student’s Portfolio collection. Over time, these questions will help students build the capacity for self-reflection and you can use them to assess students’ metacognitive skills.
9 Portfolio: Give students time to organize their work leading up to Embedded Assessment 1 and move it from their Working Folders into their Portfolios. Keeping a portfolio of work during the year is an important strategy for having students go through regular self-evaluations of their academic progress.
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. This way you can have a copy to mark for each student’s work.
To identify areas where your English learners could use additional support, see the English Language Development Rubric for Embedded Assessment 1 on page 102a.
EMBEDDED ASSESSMENT 1 continued
Writing About My Cultural Identity
Ideas
The essay
• has a clear and
strongly maintained central idea (e.g., internal/external conflict or central metaphor/concept) to focus the essay
• uses a range of well- chosen, relevant, and sufficient evidence to create a vivid sense of personal cultural identity.
The essay
• has an adequately
maintained central idea to focus the topic
• uses a sufficient range of evidence to develop the explanation of cultural identity.
The essay
• has an unclear
or insufficiently maintained central idea and lacks focus
• uses vague, irrelevant, or insufficient evidence to develop the explanation of cultural identity.
Incomplete
The essay
• is not coherent and
does not clearly maintain a central focus
• provides little or no evidence to support or develop an explanation of cultural identity.
Structure
The writer
• uses an effective
organizational strategy that creates clarity and cohesion
• introduces ideas smoothly, links them logically, and provides a satisfying conclusion
• uses appropriate and varied transitions.
The writer
• uses an adequate
organizational strategy that creates a sense of completeness
• introduces
ideas, links them adequately, and provides a conclusion
• uses some varied transitions.
The writer
• uses an inconsistent
or confusing
organization
• does not introduce,
link, and/or conclude
ideas
• uses weak, repetitive,
or insufficient transitions.
The writer
• does not organize
ideas clearly
• does not link ideas
• uses weak or no
transitions.
Use of Language
The writer
• uses precise
language and appropriate vocabulary to create a distinctive tone or voice
• uses parallel structure and various types of phrases to convey meaning or add variety and interest
• demonstrates strong command of conventions of grammar, usage, capitalization, punctuation, and spelling.
The writer
• uses appropriate
vocabulary and generally maintains an appropriate tone/ voice
• uses parallel structure and various types of phrases correctly
• demonstrates adequate command of conventions; some minor errors in grammar, usage, capitalization, or spelling do not interfere with meaning.
The writer
• uses simple or
inappropriate vocabulary that
does not maintain consistent tone/voice
• does not use parallel structure and/
or varied types of phrases correctly
• demonstrates partial or insufficient command of conventions; errors in grammar, usage, capitalization, punctuation, and/ or spelling interfere with meaning.
The writer
• uses vague,
imprecise vocabulary and does not maintain consistent or appropriate tone/voice
• uses no parallel structure or phrases, or uses them incorrectly
• demonstrates
little command
of conventions; numerous errors in grammar, usage, capitalization, punctuation, and/ or spelling interfere with meaning.
56 SpringBoard® English Language Arts Grade 10
SCORING GUIDE
Scoring Criteria
56 SpringBoard® English Language Arts Grade 10 COMMON CORE STATE STANDARDS
L.9–10.1a: Use parallel structure. L.9–10.1b: Use various types of phrases
(noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Exemplary
Proficient
Emerging
W.9–10.2e: Establish and maintain a formal 9781457304668_TCB_SE_G10_U1_B1.indd 56
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style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9–10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.
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