T.T404

Score a Monologue

Students will score two monologues, noting the overall objective, main beats, and defined actions. Students will work individually on scoring a practice monologue and then engage in peer review. Students will then score a second monologue individually to be graded.

This assessment has four parts to it:
o Part 1–Assessment Questions
o Part 2–Score First Monologue
o Part 3–Peer Review of Score
o Part 4–Score Second Monologue

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

Teacher Booklet

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Student Booklet

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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

  • Dimension

  • Practice Score

  • Peer Review

  • Overall Objective

  • Beat Notation

  • Beat Denotation

  • Responsive Actions

  • Reflective Actions

  • Verb Use

  • 1
  • 2
  • 3
  • 4

  • Objective does not reflect the monologue nor does it begin with “I want . . .”

    N/A at this time.

  • Objective is somewhat reflective of the monologue and begins with “I want . . .”

    View Exemplar

  • Objective is mostly reflective of the monologue and begins with “I want . . .”

    View Exemplar

  • Objective is clearly reflective of the monologue and begins with “I want . . .”

    View Exemplar

  • Student doesn’t mark beats with a /.

    N/A at this time.

  • N/A

    N/A at this time.

  • N/A

    N/A at this time.

  • Student marks beats with a /.

    N/A at this time.

  • Beats do not denote pauses, change of emotion, and/or thought.

    N/A at this time.

  • Beats minimally denote pauses, change of emotion, and/or thought.

    N/A at this time.

  • Beats mostly denote pauses, change of emotion, and/or thought.

    N/A at this time.

  • Beats clearly denote pauses, change of emotion, and/or thought.

    N/A at this time.

  • Actions are not written in response to beats.

    N/A at this time.

  • Actions are minimally written in response to beats.

    N/A at this time.

  • Actions are mostly written in response to beats.

    N/A at this time.

  • Actions are clearly written in response to beats.

    N/A at this time.

  • Actions are not reflective of the main objective.

    N/A at this time.

  • Actions are minimally reflective of the main objective.

    N/A at this time.

  • Actions are mostly reflective of the main objective.

    N/A at this time.

  • Actions are clearly reflective of the main objective.

    N/A at this time.

  • Actions are not written as verbs.

    N/A at this time.

  • N/A

    N/A at this time.

  • N/A

    N/A at this time.

  • Actions are written as verbs.

    N/A at this time.

TEACHER SCORING RUBRIC

  • Dimension

  • Explanation provided for two objectives.

  • 1
  • 2
  • 3
  • 4

  • Work is incomplete and inaccurate.

    N/A at this time.

  • Work shows some effort but lacks details in one or more areas.

    View Exemplar

  • Work is excellent, accurate, and complete in most components.

    View Exemplar

  • Work is excellent, accurate, and complete in all components.

    View Exemplar
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