Toolkit98
In group performance assessment tasks, students combine knowledge of history with critical thinking, group participation, and oral and written communication.
The class is divided into small groups to analyze primary and secondary source materials that reflect different points of view. After reading and discussing the documents, each group decides on a position that it will share orally, either within their small group or with the entire class.
The task culminates with individual student written responses to short answer or essay prompts, which bring together prior knowledge about the general topic with what students learned during the task. Scoring criteria focus on success in group and collaborative learning, quality of thinking, effective communication of ideas, and knowledge and use of history. The rubric is attached.
Ideal tasks, designed for one or two days, should: (1) be based on history-social science content, (2) require higher-order thinking skills, (3) involve discussion and activities by groups, and (4) include individually written exercises.
California Learning Assessment System
California Department of Education
P. O. Box 944272
Sacramento, California 94244
(916) 657-3011
Reprinted by permission of the
California Department of Education.
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| Group and Collaborative Learning
20 | (1-4)
Exclusive reliance on one spokesperson Little interaction Very brief conversations Some students are disinterested or distracted | (5-9)
Strong reliance on spokespersons Only one or two persons actively participate Sporadic interaction Conversation not entirely centered on topic | (8-12)
Some ability to interact At least half the students confer or present ideas Attentive reading of documents and listening Some evidence of discussion of alternatives | (13-16)
Students show adeptness in interacting At least ¾ students actively participate Lively discussion centers on the task | (17-20)
Almost all students enthusiastically participate Responsibility for task is shared Students reflect awareness of others' views and opinions and include references to other opinions or alternatives in presentation and answers Questions and answers illustrate forethought and preparation |
| Critical Thinking 30 | (1-6)
Demonstrates little understanding and only limited comprehension of scope of problem or issues Employs only the most basic parts of information provided Mixes fact and opinion in developing a viewpoint States conclusion after hasty or cursory look at only one or two pieces of information Does not consider consequences | (7-12)
Demonstrates only a very general understanding of scope of problem Focuses on a single issue Employs only the information provided May include opinion as well as fact in developing a position States conclusion after limited examination of evidence with little concern for consequences | (13-18)
Demonstrates a general understanding of scope of problem and more than one of the issues involved Employs the main points of information from the documents and at least the general idea from personal knowledge to develop a position Builds conclusion on examination of information and some consideration of consequences | (19-24)
Demonstrates clear understanding of scope of problem and at least two central issues Uses the main points of information from the documents and personal knowledge that is relevant and consistent in developing a position Builds conclusion on examination of the major evidence Considers at least one alternative action and the possible consequences | (25-30)
Demonstrates a clear, accurate understanding of the scope of the problem and the ramifications of the issues involved Employs all information from the documents and extensive personal knowledge that is factually relevant, accurate, and consistent in the development of a position Bases conclusion on a thorough examination of the evidence, an exploration of reasonable alternatives and an evaluation of consequences |
| Communication of Ideas
20 | (1-4)
Position is vague Presentation is brief and includes unrelated general statements Overall view of the problem is not clear Statements tend to wander or ramble | (5-9)
Presents general and indefinite position Only minimal organization in presentation Uses generalities to support position emphasizes only one issue, considers only one aspect of problem | (8-12)
Takes a definite but general position Presents a somewhat organized argument Uses general terms with limited evidence that may not be totally accurate Deals with a limited number of issues Views problem within a somewhat limited range | (13-16)
Takes a clear position Presents an organized argument with perhaps only minor errors in the supporting evidence Deals with the major issues and shows some understanding of relationships Gives consideration to examination of more than one idea or aspect of the problem | (17-20)
Takes a strong, well-defined position Presents a well-organized, persuasive argument with accurate supporting evidence Deals with all significant issues and demonstrates a depth of understanding of important relationships Examines the problem from several positions |
| Knowledge and Use of History
(30) | (1-6)
Reiterates one or two facts without complete accuracy Deals only briefly and vaguely with concepts or the issues Barely indicates any previous historical knowledge Relies heavily on the information provided | (7-12)
Provides only basic facts with only some degree of accuracy Refers to information to explain at least one issue or concept in general terms Limited use of previous historical knowledge without complete accuracy Major reliance on the information provided | (13-18)
Relates only major facts to the basic issues with a fair degree of accuracy Analyzes information to explain at least one issue or concept with substantive support Uses general ideas from previous historical knowledge with fair degree of accuracy | (19-24)
Offers accurate analysis of the documents Provides facts to relate to the major issues involved Uses previous general historical knowledge to examine issues involved | (25-30)
Offers accurate analysis of the information and issue Provides a variety of facts to explore major and minor issues and concepts involved Extensively uses previous historical knowledge to provide an in-depth understanding of the problem and to relate it to past and possible future situations |
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