I D E N T I T Y WI T H IN C OMMUN IT Y : A SSE SSME N T P LA N

(D E T E R M INE A C CE P T A BL E E VID E N CE )

General Grading Weights:

Writing Progression: 30% Collaboration: 10%
Analysis of Text: 25% Responsibility: 15%
Speaking/Listening: 20%

Summative Assessment: Formative Assessment:

Questioning: 30% Interview Process: (ungraded)
 Writing process  Notes
 Depth  Recording of interview
Analysis/Artistic Statement: 25% Drafts: (completion grade)
 Application of evidence to analysis  On time completion
 Depth  Evidence of effort and incorporation of
Active Listening Skills: 20% class content
 During interview process  Peer feedback
 Evidence in reflection Journaling: (ungraded)
Collaboration:10%  Do Nows
 Self and peer evaluation  Quick Writes
Responsibility: 10%  Reflections
 Accountability in group work  In class writing
 Participation Active Listening Practice: (self & peer eval)
 Timeliness of draft turn in  Small group discussions
 Incorporation of feedback  Large group discussions
 Interviews
Each dimension of the rubric will be  Partner work
weighted to reflect the weight distribution.  Peer & self evaluation

General Breakdown:

Writing Progression: 30% Collaboration: 10%

 Questioning dimension of rubric (edit  Self and peer evaluation
rubric to include incorporation of  Partner work
feedback)  Small group discussions
 Large group discussions
Analysis of Text: 25%
 Analysis dimension of rubric Graded by: Self and peer evaluation
 Discussion evaluations
 o Self and Teacher Responsibility: 15%
 Notes
Speaking/Listening: 20%  Do Nows
 Reflection dimension on rubric  Quick Writes
 Recording of interview  Drafts
 Self evaluation on Active Listening
Graded by: evidence of active listening  Self evaluation on interview process
established by class norms on the first day
Graded by: Completion

Summative Assessment Plan

General Description:
The primary summative assessment for this unit will be the students’ application of the
knowledge and ideas discussed surrounding identity, choice, and community.
1. They will construct a creative product in a medium of their choosing (video, podcast,
writing, poetry, visual art) from an interview with a peer. The will be creating
questions that span levels one, two, and three that gather information about
community, elements of identity, and choices made by their interview subject (obj 3,
4, 7, 8).
2. From this interview, they will use any outlet they choose to illustrate that person’s
identity in a minimum of 2-3 different communities (obj 5).
3. Accompanying this representation will be an artist statement that analyzes a
minimum of one choice per community to explain how that choice affected their
identity within that community and why they made it (obj 1, 2, 5, 7).
4. Students will then write a reflection on the interview process that explains their
experience with questioning and listening actively to a peer (obj 9)

Assessment Timing and Presentation:

Students will be building their knowledge and expanding their ideas about the impact
communities on identity throughout the unit. They will have small group and whole class
discussions throughout the unit where they will practice grappling with and articulating their
ideas as well as practicing active listening. They will also have multiple opportunities to
practice constructing strong questions to gain a better understanding. The project will be
introduced midway through the unit, once students have been exposed to each element
required (identifying aspects of identity, community membership, choices, questioning), and
there will be pieces of time each day following for them to work with the material. As this is
the beginning of the year and it is a collaborative project, students will be given time in class
to complete the requirements.
Performance Assessment:
Prompt for Students:
“You are a reporter for a magazine frequently read by people from age 12+ who are interested in
identity development. This month’s issue is focused on understanding community influence and
why people present themselves the way they do. You will be pulling back the curtain and delving
into what makes people who they are. You have been asked to research an important member
of your community and create a product showing consumers a snapshot of how their identity is
influenced by the communities they belong to.

Once you receive your assignment subject, you will craft a list of at least 12 questions, ranging
from levels 1-3, that elicit a deeper understanding of their community membership, elements of
their identity, and choices they’ve made about how to present themselves. For your piece in the
magazine, you will create a product in a medium of your choosing (video, podcast, writing,
poetry, visual art, photography, etc.) that illustrates your subject’s identity in a minimum of 2-3
communities they are a part of. You will interview your subject, making sure to listen actively and
intently to their answers. If you choose a non-textual medium, a photo will be published with an
artistic statement that analyzes a minimum of one choice per community and explains how their
choices were affected by their communities, and vice versa.

You will be assessed on the clarity of your analyses and ability to demonstrate your
understanding about how identity and community work together to shape who people are. “

Goal – Your goal is to construct questions and analyze answers that illuminate the interaction of
community and identity and clearly convey your analysis and understanding to the readers of
your magazine.
Role – You are a reporter for a magazine about identity
Audience – Your audience consists of young listeners interested in identity development
Situation – You’ll need to approach your questions and product development in a clear way that
readers can understand without knowing the subject or you
Purpose, product, performance – you will develop a piece that helps readers understand the
role that community plays in identity development
Standards – your project needs to show evidence of quality questioning and active listening,
organization to fit your chosen mode, and a reflection that demonstrates your understanding of
the process and information.
Summative Assessment Rubric

Dimension Powerfully Proficient Proficient Rethinking Required

Questioning Questions are clear and Questions are clear most of Questions are vague and/or
purposeful, ranging in level the time but some lack depth lack purpose, only ranging
30% from 1-3, and elicit multiple or purpose. They only cover 1- between levels 1-2. They
points of information 2 of the levels of questioning, elicit some information
related to identity, and/or elicit at least two about identity, community
community membership, points of information related membership, or personal
and personal choices. to identity, community, or choices, but ideas are
personal choices. disconnected or irrelevant.
Analysis / Analysis or artistic Analysis or artistic statement Analysis or artistic statement
Artistic statement shows clear shows some evidence of does not show evidence of
Statement evidence of active listening active listening, but may lack close listening, lacks depth,
and application of answers depth and/or explanation of and does not use subject’s
30% to illuminate how the relevance to subject. answers to illuminate
interview subject chooses Application of answers is choices in multiple
(1 min choice) to present surface level,, illuminating communities (less than 1)
themselves in multiple (2- how the subject chooses (1
3) communities. choice) to present
themselves in 1-2
communities.
Product Product creation is clearly Product creation shows some Product creation is not
Creation related to analysis or attention to detail, but may clearly related to analysis or
artistic statement and lack a clear connection to subject. Presentation is
20% subject. It is presented analysis or artistic statement. sloppily, hastily completed,
with care and attention to It is presented with care, but and/or not complete. Does
detail, displaying an shows only a partial not show understanding of
understanding of the understanding of the subject the subject and their
subject and their and their responses. responses. May lack artistic
responses. statement or analysis.
Reflection Reflection articulates a Reflections shows some Reflection does not show
strong understanding of understanding of the process adequate understanding of
20% the process and product, and product, but evidence of the process and product.
giving clear insight into grasping active listening, Explanation of experience
their experience with questioning, and application with active listening,
active listening, of content lacks depth and questioning, and application
questioning, and attention. of content is insufficient or
application of content. absent.
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