T.E413

Create and Respond to a Performance

Create and Respond to a Performance

Using the essay “All I Really Need to Know I Learned in Kindergarten” by Robert Fulgham as a stimulus piece, students will work in teacher-assigned groups of three to five students to present a short, improvised play using one of the lessons outlined in the essay.

The lesson must be made clear and adapted for the age of the audience.

Students will have seven minutes to plan their performance. The performances should be no more than three minutes in length and tell a complete story (beginning, middle, and end). The performance should be humorous in nature.

Each individual will respond to questions about the performance of one other group. In this example of three student groups—Group 1 should respond to Group 2; Group 2 should respond to Group 3: and Group 3 should respond to Group 1. The critiques will serve as the evaluative piece for this assessment.

This assessment has five parts to it:
o Part 1–Read the Assigned Essay
o Part 2–Group Assignments
o Part 3–Prepare a Performance
o Part 4–Group Performances
o Part 5–Evaluation

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


This is an analytic rubric. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension
  • Knowledge and Understanding

  • Composition

  • Thinking/ Inquiry

  • 1
  • 2
  • 3
  • 4
  • Student does not complete multiple components of this assessment piece, or the responses to the questions are one-dimensional and lack supporting details.

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  • Student thoughtfully responds to all four questions but does not provide the necessary details or explanations to support his/her opinions.

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  • Student thoughtfully and critically responds to all four questions and provides some details to explain/justify his/her opinions. Student may not consistently explain how these examples/details support his/her opinion.

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  • Student completes the rubric based on their viewing experience. Student thoughtfully and critically responds to all four questions in his/her Booklet and provides detailed examples explaining/justifying his/her opinions and explains how each of these examples supports his/her opinion.

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  • His/her opinions do not align with the completed rubric.

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  • Most of his/her opinions do not align with the quality of the work as demonstrated by the completed rubric.

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  • A few of his/her opinions do not align with the quality of the work as demonstrated by the completed performance rubric.

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  • His/her opinions fully align with the quality of the work as demonstrated by the completed performance rubric.

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  • The finished critique would not be helpful to a classmate looking to improve his/her performance.

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  • The finished critique attempts to be constructive and could be used, with additional guidance, by a classmate to improve his/her performance.

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  • The finished critique is mostly constructive and could be used by a classmate to improve his/her performance.

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  • The finished critique is constructive and could easily be used by a classmate to improve his/her performance.

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