Critical Task 2

Standards:

FEAP AP 4a: Analyzes and applies data from multiple assessments and measures to
diagnose students learning needs, informs instruction based on those needs, and drives
the learning process
FEAP AP 4b. Designs and aligns assessments.
FEAP AP 4c: Uses a variety of assessment tools to monitor student progress, achievement
and learning gains.
FEAP AP 4d: Modifies assessments and testing conditions to accommodate learning
styles and varying levels of knowledge.

Description: For this task, you will be designing a performance assessment and rubric based on
the standards and instructional objectives you chose in Task 1.

1. Performance Assessment:
Time Frame: 45 minute writing block (Monday-Friday Writing Unit Plan)
Total point value: 20 points
Materials: Pencil, paper, peer editing sheet, planning paper, and technology for editing.

Pretend you are a traveler coming back off of a wild vacation. Pick your audience
whether it be a friend, your parents, a teacher, future travelers of that destination, or a
stranger. Tell your audience all about your travels the good, the bad, the great, and the
horrible. Dont forget to tell them where you went, who you talked to, saw, and what you
did. Paint your audience a picture of your whole experience. (Rough Draft- 5 points)

(Organization- 5 points)
After creating your rough draft, you will trade papers with a peer. You will peer edit one
anothers papers on a peer editing sheet, and trade back when you are done giving the
other person the editing recommendations. (5 points)

Read their recommendations, make your own editing plan, revise, and strengthen your

writing to get ready for publishing. (5 points)

2. Analytic Rubric:

Rough Draft

Organization

Peer Guidance

Revision

Total

5 points
Student wrote a clear
and concise rough
draft following along
directly with the
topic.
Writing is organized
in order to address all
three writing criteria
(style, purpose and
audience).
Student provided at
least 4 sentences of
constructive peer
support in order to
help their peer
strengthen their
writings through
revisions and editing.
Student developed a
plan and strengthened
their writings through
revising, editing and
rewriting a stronger
piece.

3 points
Student wrote a
rough draft that
followed the topic but
ventured off task 1
time.
Writing addresses
only two of the
writing criteria (style,
purpose, and
audience).
Student provided
only 3 sentences of
peer support allowing
their peer to
strengthen their
writings without a
full amount of
support.
Student developed a
plan, revised, and
edited only parts of
their writing to help
strengthen it.

1 point
Student wrote a
rough draft that did
not follow along with
the topic.
Writing addresses
only one of the
writing criteria (style,
purpose, and
audience).
Student provided
only 2 sentences or
no support, not
giving their peer
enough guidance to
properly strengthen
their writings with
peer support.
Student made plans
for revisions but did
not use them to edit
and strengthen their
writing.
/20 points

3. Reflection:
In this performance assessment and rubric I was able to align them directly with four writing
standards that I addressed in my Task 1 Planning for assessment. I was able to do this by
choosing four writing standards, and creating measurable goals for the students to follow based
off these standards. The first standard was, LAFS.K12.W.2.4 Produce clear and coherent writing
in which the development, organization, and style are appropriate to task, purpose, and audience.
(CPALMS) with the measurable goal that stated, Students will be able to create a writing
appropriate to task, purpose, and audience. Because of this standard and goal, the students were
given a topic to write about, were able to choose a writing style, and given options of an
audience they could write to. Next, LAFS.2.W.2.5 With guidance and support from adults and
peers, focus on a topic and strengthen writing as needed by revising and editing (CPALMS) was
the second standard. The measurable goal was, Students will be able to strengthen their writing
on a given topic by utilizing a revising/editing guidelines handout, with peer guidance and
support. The task followed this standard by having the students trade papers with a peer, and
edit that paper by using a peer editing sheet in order to give support and guidance to one other
for the revision process. After getting their peers feedback the students should then make a plan,
for revisions and revise/edit their writings to strengthen it and write a final draft. The standard
and measurable goal that followed along with the planning, revising editing, and rewriting was,
LAFS.K12.W.2.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach (CPALMS). The measurable goal was, Students will be able
to analyze their writings and identify modifications to strengthen their work. Finally, the last
standard was LAFS.K12.W.2.6 Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others. (CPALMS) With the goal of, Students will

be able to use technology to publish their writings to an online source. After the revision
process the standards have to students publish their writings on an online source.