Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired
understandings, knowledge, and skills? (describes the learning activity in “story” form.
Typically, the P.T. describes a scenario or situation that requires students to apply knowledge
and skills to demonstrate their understanding in a real life situation. Describe your performance
task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal G: Find love and feel love.
What should students
accomplish by completing this
task? R: Participants and observers.
R – Role
What role (perspective) will
your students be taking? A: Families, friends and strangers.
A – Audience
Who is the relevant audience?
S: In daily life and activities.
S – Situation
The context or challenge
provided to the student. P: Prepare for a short presentation and a role play about their
P – Product, Performance experience.
What product/performance will
the student
create?

S – Standards & Criteria for

Success
Refer to rubric
Create the rubric for the
Performance Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals or other their learning?
means) will students demonstrate
achievement of the desired results? Formative
and summative assessments used throughout
the unit to arrive at the outcomes.

A. Before they do a presentation by A. Students will write their feelings, gains

themselves, we can provide them a short and feedback after doing the
 sample of it. presentation, and we will help them one
B. We can conduct a survey about how by one to give feedback to their writing.
students respond or show love on trival
things.

DEMO:
1. If you classmates ask you the answer
to a question, you will:
A. tell him or her the answer
B. teach him or her how to solve the
problem
C. ask him or her to find the teacher
 ENGLISH ART 9 RUBRIC

Name: ____________ Date: ___2018.08.18_________

Grade: __9__________ Teacher: ___Lixinxian & Matianyi_________

Criteria Value
1 2 3 4

Class Student Student Student often Student

Participation seldom join in sometimes join in the class always join in
the class join in the class activities, e.g. the class
activities, e.g. activities, e.g. answering the activities, e.g.
answering the answering the question, answering the ____
question, question, joining the question,
joining the joining the group joining the
group group discussion etc. group
discussion etc. discussion etc. discussion etc.
Presentation The experiences The experiences The experiences The experiences
are presented as are presented with are presented with are presented with
difficult for the a choppy voice, a fluent voice, and an expressive and
____
audience to hear, and an attempt is occasional eye fluent voice, and
and little or no eye made to make eye contact. good eye contact.
contact is made. contact.

Roleplay The divisions of The divisions of The divisions of The division of the
the group are not the group are kind the group are group are very
clear, most of the of vague, several clear, minor of the clear, the play goes
play are paused of the play are play are paused smoothly and the
____
and the actors paused and the and the actors actors show many
show no emotions actors show a few show some emotions in the
in the play. emotions in the emotions in the play.
play. play.

Quiz The quiz concludes the grammar, new words and sentence structure of the text
passage that students have learned in class.
The quiz forms are:
1. words: matching (1×5‘)’
2. grammar: multiple choices （2×5’）
3. sentence structure: gap fillings （1×5’）

Total:----- ____

TEACHER COMMENTS