A6: WASHINGTON, CIVICS CLASSROOM-BASED ASSESSMENTS
Five classroom-based assessments (CBA) follow:
- a civics CBA (released in 2008), High School, recommended for 11th grade
- an economics CBA (released in 2008)
- a health and fitness CBA in the format of a letter to the publisher (released in 2009)
- two visual arts CBAs (one released in 2009 and one in 2008).
Constitutional Issues CBA
Citizens in a democracy have the right and responsibility to make informed decisions. You will make an informed decision on a public issue after researching and discussing different perspectives on this issue.
Directions to Students1
In a cohesive paper or presentation,2 you will:
- State a position on the issue that considers the interaction between individual rights and the common good AND includes an analysis of how to advocare for your position.
- Provide reason(s) for your position that include:
- An analysis of how the Constitution promotes one specific ideal or principle logically connected to your position on the issue.
- An evaluation of how well the Constitution was upheld by a court case OR a government policy related to your position on the issue.
- A fair interpretation of a position on the issue that contrasts with your own.
High School—Constitutional Issues CBA Rubric (Recommended for 11th Grade)
GLE (EALR) 4–Excellent 3–Proficient 2–Partial 1–Minimal A 1.4.1 Analyzes and evaluates ways of influencing local, state, and national governments to preserve individual rights and promote the common good. (11th Grade)
(EALR 1.4. Understands civic involvement)States a position on the issue that - Includes a proposal for balancing individual rights and the common good. AND
- Includes an analysis of how to advocate for this position
States a position on the issue that - Evaluates or considers the interaction between individual rights and the common good AND
- Includes an analysis of how to advocate for this position
States a position on the issue that - Evaluates or considers the interaction between individual rights and the common good but does NOT include an analysis of how to advocate for this position.
States a position on the issue that addresses individual rights OR the common good. B 1.1.1 Analyzes and evaluates the ways in which the US Constitution and other fundamental documents promote key ideals and principles. (11th Grade)
(EALR 1.1. Understands key ideals and principles . . .)Provides reason(s) for the position supported by evidence.
The evidence includes:- An analysis of how the Constitution promotes two or more specific ideals or principles logically connected to the issue.
Provides reason(s) for the position supported by evidence.
The evidence includes:- An analysis of how the Constitution promotes one specific ideal or principle logically connected to the issue.
Provides reason(s) for the position supported by evidence.
The evidence includes:- A reference to the Constitution WITHOUT an analysis of how the Constitution logically connects to the issue.
Provides reason(s) for the position:
The evidence includes:- A reference to the Constitution that is partial or unclear.
C 1.1.2 Evaluates how well court decisions and governmental policies have upheld democratic ideals and principles in the United States. (11th Grade)
(EALR 1.1. Understands key ideals and principles . . .)The evidence for the position includes: - A detailed evaluation of how well a court case OR a government policy upheld a constitutional principle related to the issue, including:
- A discussion of competing viewpoints related to the case or policy.
The evidence for the position includes: - An evaluation of how well a court case OR a government policy upheld a constitutional principle related to the issue.
The evidence for the position includes: - A description of a court case or a government policy WITHOUT an evaluation of how it upheld constitutional principles related to the issue.
The evidence for the position includes: - A description of a court case or a government policy that is partial or unclear.
D 5.4.1 Evaluates and interprets other points of view on an issue within a paper or presentation.
(EALR 5.4. Creates a product . . .)The evidence for the position includes: - A fair interpretation and a refutation of a position on the issue that contrasts with the students own.
The evidence for the position includes: - A fair interpretation of a position on the issue that contrasts with the students own.
The evidence for the position includes: - A description of a position(s) on the issue with no evaluation.
The evidence for the position includes: - A description of another position on the issue that is partial or unclear.
E 5.4.2 Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation. (10th Grade) (EALR 5.4. Creates a product . . .)
5.2.2 Evaluates the validity, reliability, and credibility of sources while researching an issue or event. (EALR 5.2: Uses inquiry-based research.)- Makes explicit references within the paper or presentation to four or more credible sources that provide relevant information.
- Cites sources within the paper, presentation, or bibliography.
- Makes explicit references within the paper or presentation to three credible sources that provide relevant information.
- Cites sources within the paper, presentation, or bibliography.
- Makes explicit references within the paper or presentation to two credible sources that provide relevant information.
- Cites sources within the paper, presentation, or bibliography.
- Makes explicit references within the paper or presentation to one credible source that provides relevant information.
- Cites the source within the paper, presentation, or bibliography.
*OSPI recommends that this CBA be used at a particular grade level and thus, the GLEs included in the rubric are for that grade. However, if the CBA is used at another grade level within the grade band (3–5, 6–8, or 9–12), the GLEs may need to change to match the appropriate content. **Please also refer to the document “Scoring Notes for Secondary Social Studies CBAs” when evaluating student work.
- Make explicit references within the paper or presentation to three or more credible sources that provide relevant information AND cite sources within the paper, presentation, or bibliography.
ECONOMICS CLASSROOM-BASED ASSESSMENT: YOU AND THE ECONOMY
Responsible citizenship requires careful consideration of the role people play in the local, national, and global economy. Evaluate the career choices available to you, and their possible effects on your local, national, and international economy, as well as yourself.
Directions to Students1
In a cohesive paper or presentation,2 you will:
- State a position on which career choices would be best for you.
- Provide reason(s) for your position that include:
- An analysis of how your career choices will affect the local, national, and/or global economy with one or more examples.
- Analysis of how the economic system may affect your economic choices with two or more examples.
- Make explicit references within the paper or presentation to three or more credible sources that provide relevant information AND cite sources within the paper, presentation, or bibliography.
HEALTH AND FITNESS CBA: LETTER TO THE EDITOR
Total Score: 8
Citing concerns over some of the advertising found in the school’s magazine collection, your school librarian has asked you to join a committee of students to examine the issue. As part of your participation in this committee, you will analyze four magazine advertisements whose messages concern you and then write a letter to the publisher. The results of this task should persuade the publisher to include advertisements with fewer negative messages in the magazine.
High School—You and the Economy CBA Rubric (Recommended for 12th Grade)
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| GLE (EALR) | 4–Excellent | 3–Proficient | 2–Partial | 1–Minimal |
| 5.4.1 Evaluates positions and evidence to make own decisions in a paper or presentation. 5.1.1 Analyzes the short-term and long-term implications of decisions made affecting the global community. |
States a position on which career choices would be best for the student that includes
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States a position on which career choices would be best for the student | States a position on career choices WITHOUT indicating which would be best for the student. | Describes career choices without taking a position. |
| 2.1.1 Analyzes how economic choices made by groups and individuals in the global economy can impose costs and provide benefits. 5.2.1 Evaluates the plausibility of an analysis of implications of decisions for the global community. |
Provides reason(s) for the position supported by evidence. The evidence includes:
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Provides reason(s) for the position supported by evidence. The evidence includes:
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Provides reason(s) for the position supported by evidence. The evidence includes:
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Mentions how the student’s career choices will affect the local, national and/or global economy WITHOUT an analysis. |
| 2.2.1 Analyzes and evaluates the advantages and disadvantages of different economic systems for countries and groups of people. 2.4.1 Analyzes and evaluates how individuals affect and are affected by the distribution of resources and sustainability. |
The evidence for this position includes:
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The evidence for the position includes:
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The evidence for the position includes:
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The evidence for the position includes:
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| 5.4.2 Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation. (10th Grade) (EALR 5.4 Creates a product . . .) 5.2.2 Evaluates the validity, reliability, and credibility of sources while researching an issue or event. (EALR 5.2: Uses inquiry-based research.) |
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| *OSPI recommends that this CBA be used at a particular grade level and thus, the GLEs included in the rubric are for that grade. However, if the CBA is used at another grade level within the grade band (3–5, 6–8, or 9–12), the GLEs may need to change to match the appropriate content. | ||||
| **Please also refer to the document “Scoring Notes for Secondary Social Studies CBAs” when evaluating student work. | ||||
Part 1: Advertising and Negative Effects: Pre-Writing
Pre-writing will not be scored
For each of the four advertisements, provide one negative effect on teens. You must list four different negative effects. Next, identify the part of the advertisement that leads to the negative effect.
| Negative Effect on Teens | Negative Part of Advertisement |
|---|---|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| 4. | 4. |
Part 2: Advertising and Positive Effects: Pre-Writing
Pre-writing will not be scored
For each of the four advertisements, describe one change that would result in a positive effect on teens rather than a negative effect. Next, describe how each change would result in the intended positive effect.
| Change to Advertisement | Intended Positive Effect |
|---|---|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| 4. | 4. |
Part 3: Letter to the Publisher: Final Student Response
Using your knowledge from Parts 1 and 2, write a letter in the response space provided. In order to receive all eight points, be sure to include each of your answers from the pre-writing (Parts 1 and 2) in the letter.
Rubric 1: Used to Score Part 1 to A Letter to the Publisher
(EALR 3) The student analyzes and evaluates the impact of real-life influences on health.
| 4 | 4-point response: The student accumulates a total of 7–8 value points. The student:
Example: One advertisement shows a thin female teenager who is in the company of several thin muscular teenage males. The body image, or images, that are represented in this ad may lead to eating disorders such as bulimia. |
| 3 | 3-point response: The student earns 5–6 value points. |
| 2 | 2-point response: The student earns 3–4 value points. |
| 1 | 1-point response: The student earns 1–2 value points. |
| 0 | 0-point response: The student shows little or no understanding of the task. |
Rubric 2: Used to Score Part 2 to A Letter to the Publisher
(EALR 3) The student analyzes and evaluates the impact of real-life influences on health.
| 4 | 4-point response: The student accumulates a total of 7–8 value points. The student:
Example: An advertisement that previously showed only thin teenagers wearing a particular brand of jeans, having fun at a party, may be changed into teenagers with an assortment of body types having fun at a party while wearing a particular brand of jeans. This advertisement may communicate the message that teenagers of all body types can have fun. |
| 3 | 3-point response: The student earns 5–6 value points. |
| 2 | 2-point response: The student earns 3–4 value points. |
| 1 | 1-point response: The student earns 1–2 value points. |
| 0 | 0-point response: The student shows little or no understanding of the task. |
VISUAL ARTS CBA: A ZOO MUG
A local zoo is accepting proposals for a novelty mug promoting the zoo. The zoo desires that these mugs be fun, functional, and decorative. The zoo has asked high school art students to submit an actual prototype for the mugs containing a functional handle, at least two levels of sculptural relief, and two or more decorative textures.
The zoo requests that each artist also submit a detailed planning pencil sketch for the mug prototype. The theme of your mug design must represent zoo animals and environments without the use of words or typography.
The zoo staff explains that you must meet the following task requirements when creating your zoo mug prototype:
Creating
- The overall design of the mug must be in a theme that promotes the zoo. (Examples: mammals, reptiles, insects, birds, natural environments)
- Prior to beginning the actual functional piece or work, you must create at least one sketch of your mug, indicate by using arrows and labels the theme, the handle, and the sculptural and relief components.
- In the actual functional mug include three levels of relief that enhance the overall zoo theme of the mug. Two levels of relief should project off the surface of the mug through forming processes such as appliqué, modeling, and carving and protrude into the surface or background through forming techniques such as carving, stamping and impressing.
- In the actual functional mug, include a variety of two or more textures in addition to the smooth or flat surface of the mug.
- Use at least two different forming methods, such as pinching, coiling, extruding, slab building, or throwing.
Performing
- Create a functional and decorative standard-size mug, approximately 4” in height and 3” in diameter, with a 2” handle, made out of clay, which promotes the zoo.
- Select a primary forming method deliberate to your design such as pinching, coiling, extruding, slab building, or throwing.
- Walls of the mug should be in proportion to its size and be even throughout.
- Handle must be in proportion to the size and thickness of the mug. The handle and lip must be smooth and comfortable for the user.
- Construction seams (sides, bottom, handle) are crafted so that the mug is functional and will not leak.
VISUAL ARTS CBA: SNACK TIME
Your school newspaper editor is seeking to showcase a photograph for a feature article about teen food choices. You are a photographer for your school newspaper. The editor has requested that you photograph a food item or group of items that interest teenagers. The selected photograph must be in sharp focus and draw the viewer into the image. The photograph also must display a strong focal point and rule of thirds, and use shallow depth of field. In addition you are required to show a contrast of light and dark values that will emphasis the food item or items to the target audience.
The newspaper editor requires the following elements in your photograph of a food item or items:
- The subject in sharp focus
- Use of the rule of thirds in composing the focal point
- A demonstration of shallow depth of field
- A range of value; cast shadows and highlights and/or reflection through use of directional lighting techniques
- A printed color or black and white image printed/developed on 4” × 6” paper or larger
After you have completed your photograph, the newspaper editor requires you to:
- Describe in detail how you used and/or created:
- Rule of thirds to emphasize a focal point
- Shallow depth of field
- Give one example of how you used directional studio lighting techniques or computer software techniques/tools to create contrast and a range of values for cast shadows, highlights, and/or reflections
- Describe in detail the food item(s) used and why you placed the item or items in that arrangement
- Use photographic/compositional visual arts vocabulary correctly
The art editor has allowed you time to complete the photographic composition. You will have 20–30 minutes to complete your written response.
Response Sheet
You are expected to use design/art and photographic vocabulary correctly in your written responses. As you describe the use of techniques in your composition, it is important to refer directly to what is in your actual photograph.
- Give one example of how you used directional studio lighting techniques or computer software technique/tools to create contrast and/or a range of values for cast shadows, highlights, and/or reflections.
- Describe in detail how you used the rule of thirds to emphasize the focal point.
- Describe in detail how you used a shallow depth of field.
- Describe in detail the item(s) and why you placed the item(s) in that arrangement.
Scoring Guide
Creating Rubric: Elements and Principles Rubric (1.1.1, 1.1.2, 2.1, 2.2, 3.1, 3.2, and 4.5)
| 4 | A 4-point response: The student combines all four of the following photographic design elements and principles on 4” × 6” paper or larger to depict their food item(s):
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| 3 | A 3-point response: The student combines three of the four photographic design elements and principles listed above. |
| 2 | A 2-point response: The student combines two of the four photographic design elements and principles listed above. |
| 1 | A 1-point response: The student combines one of the four photographic design elements and principles listed above. |
| 0 | A 0-point response: The student combines none of the photographic design elements and principles listed above. |
Responding Rubric (2.1, 2.2, 2.3, 3.2, and 4.5)
| 4 | A 4-point response: The student describes in detail all four points using photographic/compositional visual arts vocabulary correctly:
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| 3 | A 3-point response: The student describes in detail three of the four points listed above. |
| 2 | A 2-point response: The student describes in detail two of the four points listed above. |
| 1 | A 1-point response: The student describes in detail one of the four points listed above. |
| 0 | A 0-point response: The student describes in detail none of the points listed above. |
NOTES
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