T.E414

Peer Discussion and Critique

Peer Discussion and Critique

Students will watch and critically evaluate Bouchareb/Besser performing a portion of Charlotte’s Web. Students will then share their observations with a small group of peers, create a Venn diagram to highlight the similarities and differences in their opinions, and write a synthesis essay.

This assessment has four parts to it:
o Part 1–Assessment Questions
o Part 2–Observation
o Part 3–Group Discussion and Venn Diagram
o Part 4–Synthesis Essay

This item has not been field-tested by Michigan teachers.


These are analytic rubrics. 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 - Venn Diagram

  • Dimension
  • Supported Statements

  • Accuracy

  • Number of Statements

  • 1
  • 2
  • 3
  • 4
  • Few or none of the statements are supported by the video.

    N/A at this time.
  • Most statements are supported by the video.

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  • All statements are supported by the video.

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  • Insightful statements are supported by the video and an explanation of the comparison.

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  • Few statements are placed in the correct circles.

    N/A at this time.
  • Most statements are placed in the correct circles, some may be mixed up.

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  • All statements noting similarities are placed in the center circle and all statements noting differences are placed in the correct outer circle.

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  • All statements noting similarities are placed in the center circle and all statements noting differences are placed in the outer circles.

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  • Two or fewer comparison statements in each circle.

    N/A at this time.
  • Three to four comparison statements in each circle.

    N/A at this time.
  • Five comparison statements in each circle.

    N/A at this time.
  • More than five comparison statements in each circle.

    N/A at this time.

TEACHER SCORING RUBRIC—Synthesis Essay

  • Dimension
  • Discussion Examples

  • Opinion

  • Theatre Vocabulary

  • 1
  • 2
  • 3
  • 4
  • No peer discussion or video examples used to evaluate performance and justify opinion.

    N/A at this time.
  • Peer discussion and/or video examples are used to evaluate performance and justify opinion.

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  • Peer discussion and video examples are thoughtfully used to evaluate performance and justify opinion.

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  • Peer discussion and specific video examples are thoughtfully and insightfully used to evaluate performance and justify opinion.

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  • The student does not discuss his/her opinion in relation to those of peers.

    N/A at this time.
  • The student indicates whether peers shared his/her personal opinions.

    N/A at this time.
  • The student explains why his/her opinion is similar to or different from that of peers, includes cultural/personal experiences, and explains how those may have impacted his/her opinions.

    N/A at this time.
  • The student explains why he/she believes his/her opinion is similar to or different from the opinions of peers, includes detailed cultural/personal experiences, and explains how they may have impacted his/her opinion.

    N/A at this time.
  • Theatre vocabulary is not used or is used inappropriately.

    N/A at this time.
  • Theatre vocabulary is used appropriately.

    N/A at this time.
  • Theatre vocabulary is used effectively.

    N/A at this time.
  • Theatre vocabulary is used effectively and is present throughout.

    N/A at this time.

TEACHER SCORING RUBRIC–ASSESSMENT QUESTION

  • Dimension
  • Critique Advice

  • Specific Examples

  • Theatre Vocabulary

  • 1
  • 2
  • 3
  • 4
  • Little advice is provided. Does not discuss both positive and negative aspects of the performance.

    N/A at this time.
  • Some advice is provided. Discusses the positive and negative aspects of the performance.

    N/A at this time.
  • Specific advice is provided, including the need for constructive and specific commentary on the positive and negative aspects of the performance.
    The writer provides examples demonstrating quality comments.

    N/A at this time.
  • Insightful and specific advice is provided, including the need for constructive and specific commentary on the positive and negative aspects of the performance.
    The writer provides examples demonstrating quality comments.

    N/A at this time.
  • No or poor examples of comments.

    N/A at this time.
  • Few examples of comments.

    N/A at this time.
  • At least three examples of comments.

    N/A at this time.
  • Four or more examples of comments.

    N/A at this time.
  • No theatre vocabulary used.

    N/A at this time.
  • Some theatre vocabulary used.

    N/A at this time.
  • Theatre vocabulary used to address several aspects of performance.

    N/A at this time.
  • Accurate and appropriate use of theatre vocabulary used to address many aspects of performance.

    N/A at this time.
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