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Scoring Rubric For Summative Assessment

The document provides directions for administering a test to students. It instructs the test administrator to: 1) Give students the whole class period to complete the test; 2) Provide extra paper to students if needed; 3) Clarify the meaning of terms in test questions if students have questions; 4) Wait until after class to address any instances of cheating; and 5) Allow students who need extra time to work on the test during breaks or after school.

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126 views4 pages

Scoring Rubric For Summative Assessment

The document provides directions for administering a test to students. It instructs the test administrator to: 1) Give students the whole class period to complete the test; 2) Provide extra paper to students if needed; 3) Clarify the meaning of terms in test questions if students have questions; 4) Wait until after class to address any instances of cheating; and 5) Allow students who need extra time to work on the test during breaks or after school.

Uploaded by

api-284598511
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Administrative Directions

1. Give students the whole class time to work on the test.


2. Give students extra paper if needed.
3. Students should have a clear understanding of the questions; however, if they do have
questions, feel free to clarify what some of the terms in the questions may mean.
4. If a student is caught cheating, wait until the class is over and confront the student about
an action/re-do plan.
5. If any students need extra time, let them have extra time during break or after school to
work on the test.

Scoring Rubric for Formative/Summative Assessment (Total of 33 points)

1. What are some of the themes Shakespeare is trying to explore? Identify 3-5 themes. [5
points] (Objective 1 I can recognize the authors motives and intent behind the text):
I want to see three to five different themes (in relation to the text or cultural context)
Possible answers: Time, death, aging, nature under influence of time, cycle of life
3 or more themes: Got It! (5 points)
2 themes: Getting It (3 points)
1 theme: Getting there (1 point)
0 themes: Didnt Get It (0 points)

2. What are the literary devices he uses? Name 3 or more and give examples. [6 points]
(Objective 2 I can break down the authors language and literary devices)
I want to see the names of the literary devices Shakespeare uses and examples (3 or
more) of them from the sonnet.
Possible answers: metaphor, simile, personification, alliteration, rhyme scheme, etc.
3 or more literary devices and examples: Got It! (6 points)
2 literary devices and examples: Getting It (4 points)
1 literary device and example: Getting There (2 points)
1 literary device but no example: On the Way (1 point)
0 literary devices and examples: Didnt Get it (0 points)
*One point for one literary device, and one point for the correct example

3. In a sentence or two, explain how the literary devices you identified above are used
contribute to the meaning of the poem. What effects do the literary devices have? How
do they seem to make the poem express itself better? ? For each literary device
identified above, there should be an explanation. [6 points] (Objective 2 I can break
down the authors language and literary devices)
I want to see an explanation, in a sentence or two, of the literary devices usedwhat
effects does it seem to have, and how does it seem to make the poem express itself
better.

Example of possible answer: Shakespeares use of alliteration when he says past


prime seems to emphasize aging, as the p sounds are powerful yet they are describing
aging and death.
3 or more literary devices identified from above explained: Got It! (6 points)
2 literary devices identified from above explained: Getting It (4 points)
1 literary device identified from above and explained: Getting There (2 points)
1 literary device identified but no example: On the Way (1 point)
0 literary devices identified from above explained: Didnt Get it (0 points)
*One point for one word and two points for explanation

4. What are some interesting words (identify three or more) Shakespeare uses, and how
do the words seem to contribute meaning to the poem? Identify 3 or more words with
explanations. [6 points] (Objective 2 I can break down the authors language and
literary devices)
I want to see three or more words that seem interesting or peculiar; in a sentence or two,
explain why you chose them and what ideas it gives you.
Example of possible answer: The word hideous in line 1 is used to describe night. It
sticks out to me because usually I never hear the word. I think it contributes to the poem
by illustrating how aging, or death can be.
3 or more interesting diction and explanation: Got It! (6 points)
2 interesting diction and explanation: Getting It (4 points)
1 interesting diction and explanation: Making Progress (1 point)
0 interesting diction and explanation: Didnt Get It (0 points)
*One point for one word and two points for explanation

5. In two paragraphs, discuss your final interpretation or conclusion on the sonnet. What is
Shakespeare trying to say? What are you feelings and thoughts? Back up with your
evidence and analysis. [10 points] (Objective 3 I can refine and polish my analysis into
a whole interpretation of the text)
I want to see a 2 paragraph response/reaction to the sonnet. Use identified themes,
literary devices and diction with examples.

Possible answer: The paragraphs should be of paragraph format (complete sentences,


correct grammar); the whole paragraph should have all the answers from questions 1-4
in sentences, with coherency between the sentences. The paragraphs should also quote
some parts of the sonnet, with line and word citations.
Example: Shakespeare explores three different themes, such as time, death, and the
cycle of life. In order to explore the different themes he uses many different literary
devices, three of which are metaphor, personification, and alliteration. He explores time
through a metaphor, which is
In addition, he uses personification to explore time, and the personification isAll the
literary devices contribute to the entire meaning of the poem byShakespeare also
chooses his words carefully. He uses words such aswhich make me think/feel
In two paragraphs (or more, if necessary), an interpretation/conclusion on the sonnet
backed up with themes, literary devices and its examples, an explanation of the literary
devices, and interesting words with explanation that back up the
interpretation/conclusion. Is also logical and argument flows: Got It! (10 points)
In one paragraph, an interpretation/conclusion on the sonnet backed up with use of most
evidence, such as the themes, literary devices and its examples, an explanation of the
literary devices, and interesting words with explanation that back up the
interpretation/conclusion. Kind of understand the logic; argument does not flow really
well: Getting it (8 points)
In one paragraph, an interpretation/conclusion on the sonnet backed up with half of the
evidence, such as the themes, literary devices and its examples, an explanation of the
literary devices, and interesting words with explanation that back up the
interpretation/conclusion. Kind of understand the logic; argument does not flow really
well: Making progress (5 points)
In one paragraph, an interpretation/conclusion with no real evidence: On the way (2
points)
Nothing: Didnt Get It (0 points)

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