Standard/Cluster Listening Benchmark # AV.12.COMM.2.2 Benchmark Evaluate own and others’ speaking, using rubrics and scoring guides. Also Assess Benchmark Clarification Students will evaluate the elements of public speaking based on specific rubrics and scoring guides. Content Limits Items may include identifying an area in need of improvement based on a written or oral presentation. Items may include evaluating a specific component of a speech based on a rubric or scoring guide. Items may include a comparison between two speeches. Items may include constructing a part/section of a speech. Items will not include writing a speech. Terms and concepts such as public speaking terminology including: fluency, continuity, volume, eye contact, pacing, movement, gesticulation, facial expression, enunciation, and/or pronunciation may be used. Terms and concepts regarding speech writing rubrics and presentation rubrics such as structure, manuscript, diction, cohesiveness, basic thesis, preparation, presentation, engagement, and/or visual aids may be used. Stimulus Attributes An AVID, document, text, student speech sample, historical speech, rubric, and/or scoring guide may be used. Content Focus The practice of evaluating speeches will be explored. Sample Item As you watch a student give a presentation, you are given a scoring rubric to judge his performance using various speaking elements. The student is fluid with his speech, uses hand gestures often when necessary, and uses higher level vocabulary, but he often looks at his notes losing eye contact with the audience. Which area on the rubric below would this student lose points? *A. Preparation B. Movements, Gestures and Expressions C. Language and Diction D. Visual Aids
Attributes rubric may be used. Content Focus The process of developing well-written introductions in writing and personal essay statements will be explored. Sample Item You are writing a personal statement essay for a college entrance application to answer the question: How have you taken advantage of the educational opportunities you have had to prepare for college? Which of the following should be included in your introduction? A. A variety of sentences listing all of your academic accomplishments in order of occurrence. B. A vivid explanation of personal experiences, including both good and bad experiences. *C. A well-constructed thesis statement and some valuable academic background information. D. A summary of why going to college is so important to you and your family.
Content Focus The practice and protocols of integrating source evidence to support position statements during Socratic Seminars and Philosophical Chairs will be explored. Sample Item You are given the following claim: The degree of parental involvement is not to blame for youth violence. Which of the following pieces of evidence decreases the support for the claim? *A. From “Young and Depressed,” “Psychological disorders like depression, anxiety, obsessive compulsive disorder, etc., affect over 3 million adolescents in this country.” B. From Alvin Poiussant of Harvard Medical School who says, “Kids have a mind of their own. They are also influenced by the outside world and by family and friends.” C. From Zeijl in a journal of leisure research, “Finally, our analyses show that juveniles experience a decreasing parental influence when they get older.” D. From Michael DeSisto’s book Decoding Your Teenager, “Once the teenage years arrive, parental controls slip away and some old sanctions no longer work.”
AVID Elective End-of-Course Assessment Item Rating Form Signature___________________________________ Date___________________ Students in my (classroom, school district) [circle one] are given the opportunity to learn AVID material that these items test except as noted in my comments. Item Number Benchmark Number Measures Benchmarks (Yes/No) Adheres to Content Limits Is Grade Appropriate Appropriate Cognitive Complexity Level (L, M, H) Is Clear and Free of Clang Appropriate Content Focus Only One Correct Answer Appropriate MC Options Accurate Content Appropriate Rationale Justification Overall Rating A, AM, AR, RR, R Additional Comments
Appendix D: Reporting Categories Grade 12 AVID Elective Reporting Categories Benchmark Self Actualization (20%) (Character Development and Communication) AV.12.CD.1.3 AV.12.CD.2.6 AV.12.CD.4.4 AV.12.COMM.2.2 Language Development (30%) (Writing and Reading) AV.12.WRI.1.1 AV.12.WRI.2.1 AV.12.WRI.2.4 AV.12.REA.1.2 AV.12.REA.2.1 AV.12.REA.2.6 AV.12.REA.2.8 Critical Thinking (20%) (Inquiry and Collaboration) AV.12.INQ.2.2 AV.12.INQ.2.3 AV.12.INQ.3.2 AV.12.COLL.1.3 Postsecondary Preparation (30%) (Organization and College Readiness) AV.12.ORG.1.5 AV.12.ORG.2.3 AV.12.ORG.3.4 AV.12.ORG.4.3 AV.12.CR.3.3 AV.12.CR.3.4 AV.12.CR.4.3 AV.12.CR.5.2 AV.12.CR.5.5