Content Area: Social Studies

Standard: 4. Civics
Prepared Graduates:

Analyze and practice rights, roles, and responsibilities of citizens

Grade Level Expectation: Second Grade
Concepts and skills students master:
1. Responsible community members advocate for their ideas
Evidence Outcomes
Students can:
c.
Describe ways in which you can take an active part in improving
your school or community (DOK 1-2)
Activity: Students will be put into groups and come up with a
creative/original idea to improve the school. The idea can help improve
their school in an academic setting, recess, lunch, technology, etc. The
students will present their idea to the class or another group and
express arguments why their idea would help the school.
Students may assign roles and conduct research why their idea would
help. For example, students can come up with an idea that every
student should have an IPad to enhance learning. Another group might
say that IPads cost too much and have argued why it is a good idea to
spend the money. Students essentially have to back up their idea with
evidence and good debate skills.
Group Rubric
Points
Main Idea

Creativity

Presentation

20-15
Group identifies
their main ideas
and concepts
backed by
evidence and
research.
Argues their
point and
backed with
evidence.
The idea is
creative and
original with
added
descriptors and
detail.
Group appears
well rehearsed
and makes

14-8
Group identifies
some main
points but lacks
evidence and
research.

7-0
Group identifies
few to no ideas.

Idea displays
some creativity
but lacks detail.

Idea is
unoriginal and
has little to no
detail.

Group appears
somewhat
rehearsed but

Group is not
rehearsed and
displays little to

detailed
arguments to
support their
idea.

lacks arguments no arguments.

to support their
idea.

Group total:
________________________________________________________________________
__________
Individual Rubric
Points
15 points
Engagement
Student
engages in the
debate by
vocally
expressing
arguments and
speaking in the
presentation.

6-10 points
Student appears
somewhat
engaged but
lacks
participating in
the
presentation.

0-5 points
Student
displays no
engagement
and lacks
participation.

Student total:
________________________________________________________________________
_______
ED 442 Scoring Guide: Performance Tasks & Rubric Design (rev. fall 2014)
Self-Assessment: Please highlight where you think your work falls and give yourself
a total score for each part and a total, overall score
Performance Task Scoring Guide
Factors to consider when designing and evaluating performance tasksmost good
performance tasks will incorporate all seven of these or as many as possible:
Factor
3
2
1
0
Generalizability (is there a
High likelihood of
Low to no likelihood of
high likelihood that the
generalizing
generalizing
students performance on the
task will generalize to
comparable tasks?)
Authenticity (is the task
Very similar &
Not similar/authentic at all
similar to what students might
authentic
encounter in the real world as
opposed to only in school?)
Multiple foci (does the task
measure multiple instructional
outcomes?)

Measures only one outcome

Teachability (can the students

become more proficient in this
with instruction?)

Measures 3 or more
instructional
outcomes (but not
TOO many)
Yes, teaching can
increase students
proficiency

Fairness (does the task avoid

bias?)

Yes, task avoids all

bias

No, task shows some bias

No, this skill is not something

that can be taught

Feasibility (is the task

realistically implementable in
relation to its cost, space, time,
and equipment requirements?)

Very realistically
implementable

Not realistically implementable

Scorability (is it likely to elicit

student responses that can be
reliably and accurately
evaluated?)

Yes, very likely to

elicit responses that
can be reliably and
accurately evaluated

No, not likely to elicit responses

that can be reliably and
accurately evaluated

Originality and Out of the

Box Concept for task (similar
to examples shared from local
schools and on videos)

Yes, very original and

out of the box
concept. Not run of
the mill or too
traditional.

Total score for design of performance task:

22/24
Rubric Scoring Guide
Rubric Element
Exemplary
Includes evaluative criteria (ideally
2 points
not more than four or less than three)
Evaluative criteria match the task
6
appropriately
Includes at least three levels of
2
quality (e.g., exceeds, meets,
approaches expectations) but not too
many
Descriptions of levels of quality for
8-7 points
the evaluative criteria are clear and
appropriate (describe in words what a
response looks like when its high,
medium, low)
Includes clear indication of how the
rubric will be used for scoring (e.g.,
point values or other indication)
Total score for rubric:
20 /20
Final, total score:
42 /44

No, not much evidence of

originality or out of the box
thinking. Quite traditional or
simplistic.

Proficient
1 point

Developing
0 points

5-4

3 to 0

6-5

4 to 0