Daemen Trial

We Give Thanks

Assessment Plan

The following rubric will be applied to the final product of the learning experience - the turkey thank-you card message (including salutation, thank-you sentiment, and closing). Numeric values are presented with the verbal descriptions of the levels of performance to facilitate use of the rubric by allowing for a score, which is between two levels, to be assigned to a student’s performance product (i.e. a score of .5, 1.5, 2.5, or 3.5).

Levels of Performance	Description of Performance
Distinguished (4)	- All words used in the salutation and message are properly spaced. - Misspellings do not exceed 10% of the number of words used. - The student has used the lines on the sentence strips to accurately form, and size, at least 80% of the letters (accurate means that lowercase letters, such as "a," touch the middle, dotted line; uppercase letters touch the top line). - The student utilizes appropriate punctuation (commas after greeting and closing; for sentences, a period or exclamation point are most appropriate) in all necessary locations. - At least 90% of necessary words are capitalized (all proper nouns, and the first letter in a sentence, greeting or closing). - No more than 10% of unnecessary words are capitalized (i.e. words in the middle of the sentence). - The student utilized at least two classroom sources of writing assistance (for our purposes, words posted in the classroom, a peer, and/or the teacher).
Proficient (3)	- Words used in the salutation and message are properly spaced (at least 75% of necessary spaces are present). - Misspellings do not exceed 30% of the number of words used. - The student has used the lines on the sentence strips to accurately form, and size, at least 60% of the letters. - The student utilizes appropriate punctuation (e.g. commas after greeting and closing, periods after statements) in no more than 75% of necessary locations. - At least 75% of necessary words are capitalized. - No more than 10% of unnecessary words are capitalized. - The student utilized at least two classroom sources for spelling assistance.
Developing (2)	- Words used in the salutation and message are properly spaced (at least 50% of necessary spaces are present). - Misspellings do not exceed 50% of the number of words used. - The student has used the lines on the sentence strips to accurately form, and size, at least 40% of the letters. - The student utilizes appropriate punctuation in no more than 50% of necessary locations. - At least 55% of necessary words are capitalized. - No more than 20% of unnecessary words are capitalized. - The student utilized at least one classroom source for spelling assistance.
Underdeveloped (1)	- Some words used in the salutation and message are properly spaced (at least 20% of necessary spaces are present). - Misspellings exceed 50% of the number of words used. - The student has used the lines on the sentence strips to accurately form, and size, at least 20% of the letters. - The student utilizes appropriate punctuation in no more than 25% of necessary locations. (possibly no punctuation at all). - Less than 55% of necessary words are capitalized. - No more than 40% of unnecessary words are capitalized. - The student utilized at least one classroom source for writing assistance.

A second method of assessment to be used is the following performance checklist to assess student "think-aloud" processes, used in a peer review of the writing procedure. The teacher fills in the names of the students in each pair, and then records the letter of the writing elements discussed by the students in the pair as they edit each other’s work.

Students' Names	The student discusses the following elements with a peer, in peer review: capitalization (c), overall appearance (o), punctuation (p), and spelling (s). a * indicates that the students took turns speaking and offering suggestions; partnership was mutually beneficial to both parties
Daniel and Justine	c, p, s (did not check o)*
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Performance Indicators