CBPA – English 10

Running Header: READING COMPREHENSION AND EFFECTIVE SPEAKING

Classroom-Based Performance Assessment: Reading Comprehension & Effective Speaking

Gavin L. Molitor

Seattle Pacific University

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CBPA – English 10

Philosophy of Assessment

Assessments are, at their best, authentic and accurate evaluations of understanding

and ability that allow all students an equal opportunity to demonstrate what they know

and can do. They can be formative assessments for learning that give teachers a direction

and a focus for instruction and students constructive feedback on strengths and areas for

improvement, or they can be summative assessments of learning that provide objective

data on student achievement for grading, reporting to parents, or sometimes for

measurements and evaluations of the school or the state.

Strong assessments begin with clearly established learning targets. As a secondary

English teacher, the content of my classroom generally includes reading comprehension,

writing fluency, effective oral communication, understanding media, and using technology.

The learning targets for these content areas can be organized, as Stiggins (2007) offers, by

using “a categorization framework that identifies five kinds of learning targets: knowledge,

reasoning, skills, products, and dispositions” (p. 61). By using this framework, I feel my

students will have a better understanding of the type of learning that they are responsible

for and I can better establish a connection between the content of a unit, the learning

targets we are moving towards, and the assessments that we’ll be using to evaluate student

achievement. By using learning targets in this way, I can also translate national and state

standards into a language I understand, and translate that even further into a language that

parents and students can understand. By establishing clear targets first, creating,

developing, adapting, and implementing the appropriate method of assessment becomes

easier.

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CBPA – English 10

While it is extremely difficult to eliminate all the “potential sources of bias and

distortion” (Stiggins, p. 115) that might interfere with accurate evaluations, matching the

learning targets to the appropriate method of assessment is a good way to limit these

barriers. Stiggins (2007) classifies assessments into “four basic categories of methods” (p.

90-91). They are selected response and short answer, extended written response,

performance, and personal communication. I feel that students have the best opportunity

to demonstrate their understanding and ability when the assessment fits the learning

targets and when the students are familiar and comfortable with the type of assessment

they’ll be given.

Assessments should, whenever possible, include an additional layer of reflection,

which is crucial in the development of metacognitive processing and, As Ellis (2001) found,

works to “bring teaching, learning and assessment together… by examining the nature of

knowledge” (p. 12). I want students to be involved in the development of assessments and

later engage in reflective activities such self-evaluation and journaling because it helps to

establish connections between teaching and learning and gives students an opportunity to

make the learning more personal and meaningful, which in turn increases intrinsic

motivation and improves student achievement.

In regard to students with disabilities and other exceptionalities, it is

important to evaluate assessments and determine how and where it will be possible to

make accommodations and modifications to address the specific needs and different

abilities among the student population.

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CBPA – English 10

Classroom-Based Performance Assessment

Shakespearean Troupe Auditions

Reading Comprehension, Effective Speaking

10th Grade English (Language Arts)

A Shakespearean acting troupe has discovered you and found that you have the perfect

look for a production of The Tragedy of Julius Caesar. They are currently holding auditions in

one of the best theaters downtown, and have invited you to perform an expressive reading for

one of your favorite parts. Incredibly excited by the opportunity to perform Shakespeare on

stage, you accept enthusiastically.

The director of the troupe, Mr. Williams, informs you that the expressive reading first

requires you to demonstrate your knowledge of the play by establishing a context for the part

you’ll read. He requests that you introduce the scene by describing the setting, providing some

background about each of the characters involved, and explaining how the scene fits within

the plot. He then requests that you focus specifically on using the powers of your voice to

capture the meaning and emotion of the character and the monologue or soliloquy you choose

to read. The director continues to place a heavy emphasis on your ability to pronounce and

articulate words and phrases accurately. Lastly, he informs you that they have the best

choreographer in the business and you do not need to worry about movement and blocking,

but adds that anything you can show in regards to facial expressions and body language can

only help you secure a part in his play.

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CBPA – English 10

Requirements

Reading Comprehension

Select a passage of text from The Tragedy of Julius Caesar.

Analyze the selected passage as well as the larger scene in which it takes place.

Use the graphic organizer to record information about the setting, characters,

plot, and theme of the play and how it connects with the monologue or soliloquy

you’ve chosen.

Using the brainstorming and recording you did with the graphic organizer, write

a detailed outline to ensure you successfully establish a context for your reading

before you begin and can make conclusive statements about a Great Idea.

Effective Speaking

Make a photocopy of your selection, or print the selection from the version

available online.

Using a highlighter and pencil, make annotations in your copy of the selection -

not the school’s text – and be sure to emphasize key words, mark the high points

and low points for volume and pitch, chunk phrases and control pacing.

Make notes in the margins to include any facial expressions, gestures, or other

body language that may be helpful to create an expressive, meaningful, and

emotional reading

Ask questions, define, and learn any difficult words and/or proper nouns for

appropriate and accurate pronunciation and to express meaning.

Repeatedly rehearse your expressive reading with a partner, your parents, in

front of a mirror, on our stage here at school, or in the local park.

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CBPA – English 10

Glossary

character development— creating a character from a text who uses tactics to overcome

obstacles to achieve objectives through choices in physical action, vocal qualities and

believable emotions that are sustained throughout the performance

elements of theatre (scene)— setting, character, conflict, dialogue, plot, and theme

expression—the way the character says words to convey meaning and emotion

facial expression—movements of the face that show feelings or ideas

sustainability—no noticeable break or lapse in the actor’s character portrayed throughout

the entire performance

text analysis (script) – the examination of the theatre elements of a text to gain greater

understanding and meaning into the theme and character which the actor portrays.

voice— vocal qualities used to convey meaning and emotion that create character

including:

articulation – the clear delivery of speech or language utilizing all of the

articulators (lips, teeth, tongue, soft, and hard palettes, larynx, and glottis.)

breath support—the use of the diaphragm in correct breathing

enunciation- saying vowels and consonants correctly

expression—the way the character delivers words to convey meaning and emotion

inflection/pitch—the use of high and low sounds in speech to convey meaning and

emotion

projection/volume—the appropriate use of loud and soft sounds that convey

meaning and emotion so that it is heard by the entire audience

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CBPA – English 10

rate/cadence—the speed with which words are spoken to convey meaning and

emotion

pause—the moment of silence within a speech used to show meaning, emotion

and/or develops character

pronunciation—the correct way in which the word is spoken or articulated

word emphasis—selection of the most important word or words in each phrase or

sentence to create meaning, show emotion and convey character (pointing up the

word)

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CBPA – English 10

103 Great Ideas

ANGEL ANIMAL ARISTOCRACY ART ASTRONOMY &

COSMOLOGY BEAUTY BEING CAUSE CHANCE CHANGE CITIZEN CONSTITUTION COURAGE CUSTOM &

CONVENTION DEFINITION DEMOCRACY DESIRE DIALECTIC DUTY EDUCATION ELEMENT EMOTION EQUALITY ETERNITY EVOLUTION EXPERIENCE FAMILY FATE & FREEWILL FORM GOD GOOD & EVIL GOVERNMENT HABIT HAPPINESS HISTORY HONOR HYPOTHESIS IDEA IMMORTALITY INDUCTION INFINITY JUDGMENT

JUSTICE KNOWLEDGE LABOR LANGUAGE LAW LIBERTY LIFE & DEATH LOGIC LOVE MAN MATHEMATICS MATTER MECHANICS MEDICINE MEMORY &

IMAGINATION METAPHYSICS MIND MONARCHY NATURE NECESSITY & CONTINGENCY OLIGARCHY ONE & MANY OPINION OPPOSITION PHILOSOPHY PHYSICS PLEASURE & PAIN POETRY PRINCIPLE PROGRESS PROPHECY PRUDENCE PUNISHMENT QUALITY QUANTITY REASONING RELATION RELIGION REVOLUTION RHETORIC SAME & OTHER SCIENCE

SENSE SIGN & SYMBOL SIN SLAVERY SOUL SPACE STATE TEMPERANCE THEOLOGY TIME TRUTH TYRANNY &

DESPOTISM UNIVERSAL &

PARTICULAR VIRTUE & VICE WAR & PEACE WEALTH &

POVERTY WILL WISDOM WORLD

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CBPA - English 10

Expressive Reading: Shakespeare

Name______________________________ Date__________ Per._____

1. Lines of selected passage for expressive reading: (A.S.#-#)______________________________

2. Who is speaking? ______________________________

3. List any other characters are present on the stage:

4. Use the following graphic organizer to record brief notes about each of the four elements

you’ll be using to establish a context for your expressive reading.

5. On the reverse side of this sheet, write a brief, detailed draft for each of the four elements

that you’ll describe and explain for the audience during your expressive reading.

I. Setting: _____________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

II. Character Development: _________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

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CBPA - English 10

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

III Plot Structure: ____________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

IV. Expressive Reading Lines: ____________________

I. Development of the Theme (Great Idea): ________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Instructions for the Teacher

1. This performance assessment is structured to follow a completed, 4-6 week unit of reading for one of Shakespeare’s plays (ex. The Tragedy of Julius Caesar). The unit should focus on textual analysis in reading comprehension and expressive forms of oral communication.

2. Formative assessments for learning should be used throughout instruction and should be broken down accordingly to allow students to build and improve the skills necessary for successful students achievement on this summative assessment of student learning.

Administration Guidelines

1. The skills assessed by this item should be authentically incorporated into classroom instruction.

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CBPA - English 10

2. This assessment item is to be administered in a safe, appropriately supervised classroom environment following district policy and procedures.

3. All industry and district safety policies and standards should be followed in the preparation and administration of the CBPAs in dance, music, theatre, and visual arts.

4. Accommodations based upon student IEP or 504 Plan may require additional assessment administration modifications.

5. Culture, diversity, and religious mores/rules may require additional assessment administration modifications.

Description of the Performance Assessment

Students taking this performance assessment must respond to the given prompt and

create a solo performance according to the task requirements and the criteria outlined in

the rubric. The prompt includes a list of requirements for completion that must be met. A

worksheet is provided for students to brainstorm and draft they’re work before the

performance. A glossary and rubric are also provided to focus students on the important

reasoning and skills being assessed. Student performances can be recorded for self-

evaluation and reflection purposes (optional).

Materials and Resources

Classroom set of Shakespeare play (script) and classroom set of dictionaries

Access to a photocopier, printer, or predetermined set of reproductions for significant monologues and soliloquies from the play.

Pencils, highlighters, (additional white lined paper and index cards optional)

Reproductions of the Expressive Reading: Shakespeare worksheet

A marked performance space

Audio/visual recording equipment (optional)

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CBPA - English 10

Teacher Preparation Guidelines

1. This performance assessment is designed for individual administration. Accommodations and modifications should be made for students with exceptionalities to have an appropriate opportunity to succeed.

2. Provide class sets of books and dictionaries. Provide access to photocopier or printer, or provide reproductions of a predetermined selection of passages for student expressive readings. Provide highlighters and pencils. Provide reproductions of Expressive Reading: Shakespeare worksheet.

3. Give directions and clarify any parts of the assessment as needed.

4. Model an expressive reading of a Shakespearean monologue or soliloquy.

5. Allow students to brainstorm, draft and rehearse all parts of the performance.

6. Provide Audio/visual recording technology and allow student an opportunity to access recordings for self evaluation and reflection (optional)

Suggestions for Time Management

Day 1:

10 minutes: The teacher provides the class with the task and reads it aloud. The students may ask clarifying questions. The teacher answers any questions asked.

10 minutes: The teacher provides the class with the rubric and glossary and reviews them aloud. The students may ask clarifying questions. The teacher answers any questions asked.

15 minutes: Students select and photocopy or print the monologue or soliloquy that they’ll work with for their expressive reading.

15 minutes: Students annotate text for vocal expression.

Day 2:

10 minutes: The teacher provides the class with reproductions of the Expressive Reading: Shakespeare worksheet and reviews it. The students may ask clarifying questions. The teacher answers any questions asked.

25 minutes: Students work on brainstorming and drafting information to establish a context for their expressive reading.

10 minutes: Students rehearse with a partner.

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CBPA - English 10

5 minutes: Student select or are assigned an order for the performance assessments to take place

Day 3-5:

120 minutes: Students perform expressive readings aloud in front of an audience. Accommodations and modifications are made as necessary for individual students.

Note: Students should be limited in the time it takes to complete the performance to approximately four minutes. Approximately two hours of class time will be needed to assess 30 students if giving approximately 5 minutes for performances and transitions.

Test Administration

Students may have as much time as they need to complete the task, but are

recommended to work with approximately four minutes of material. All students who

remain productively engaged in the task should be allowed to finish their work. In some

cases, a few students may require considerably more time to complete the task than most

students. In other cases, the teacher’s knowledge of some students’ work habits or special

needs may suggest that students who work very slowly should be assessed separately,

assessed in smaller groups, or assessed outside of class time. A rubric and scoring guide

have been included to focus the teacher’s evaluation of student performances.

Rubric

The teacher will review this rubric with students to ensure student understanding and to provide feedback for student learning and improvement.CATEGORY 4 - Excellent 3 - Proficient 2 - Needs

Improvement1 - Deficient

Knowledge (Context)

Sets context for the reading: accurately explains setting, character, and plot elements by providing significant

Sets context for the reading: accurately explains setting, character, and plot elements with some attentions to

Sets context for the reading: 2 of 3 elements of context are provided with details, but a significant detail is lost in

Context for the reading is unclear: lacking knowledge of significant details related to 2 or more elements of

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CBPA - English 10

details details explanation context Voice (Prosody)

Always speaks with varying volume and varying pitch to appropriately emphasize key words and phrases and to convey character emotion.

Speaks with varying volume and varying pitch to emphasize key words and phrases and to convey character emotion with limited difficulty (1-2 breaks in delivery)

Has trouble with delivery of lines using varying pitch and varying volume and loses emotional tone of character and text (3-4 breaks in delivery, monotone reading)

Reading sounds forced, unrehearsed, lifeless, and monotone. Very little sense of character emotion is portrayed.

Pronunciation & Articulation (Vocabulary, pacing, phrasing, etc.)

Pronunciation and articulation of vocabulary and phrasing is always accurate, this includes proper nouns, pacing, and phrasing

No more than 2-3 mistakes in pronunciation and articulation of vocabulary, proper nouns, pacing, and/or phrasing

Mistakes are numerous or prominent, but do not significantly interfere with meaning of text

Mistakes in pronunciation and articulation interfere significantly with meaning of text

The Great Idea (Connecting Theme)

Identifies, and clearly explains a theme (Great Idea) using specific details from the play

Explanation of the theme is missing only minor details or a final layer of depth

Explanation is missing major details and doe note reach a significant conclusion

Chosen theme does not clearly connect with the selected text

Scoring Guide

The teacher will use this scoring guide for the purpose of focusing their evaluation of the students’ performances on the criteria given in the rubric.CATEGORY 4 - Excellent 3 - Proficient 2 - Needs

Improvement1 - Deficient

Knowledge (Context)

To receive a 4, the student must accurately and clearly describe details for the setting, characters, and plot structure

To receive a 3, the student must describe enough details for the setting, characters, and plot structure to be clear

To receive a 2, the student must accurately describe details for at least 2 of the 3 elements of context

To receive a 1, the student must attempt to describe details from the play connected to the selected passage of text

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CBPA - English 10

Voice (Prosody)

To receive a 4,The student must clearly demonstrate a command over voice elements to convey precise meaning and character emotion

To receive a 3, the student must have a general command of most voice elements to convey specific meaning and character emotion

To receive a 2, the student must control some elements of voice and convey the general meaning and character emotion

To receive a 1, the student must control some elements of voice to convey at least the basic meaning and some character emotion

Vocabulary (Pronunciation)

To receive a 4, the student must clearly demonstrate an ability to pronounce and articulate the entire passage

To receive a 3, the student must clearly pronounce and articulate the majority of the passage

To receive a 2, the student must clearly pronounce and articulate the general parts of the passage

To receive a 1, the student must be able to pronounce and articulate the basic parts of the passage

The Great Idea (Connecting Theme)

To receive a 4, the student must make a meaningful analysis of the passage and explain a significant theme in detail

To receive a 3, the student must analyze parts of the passage and connect them with a detailed explanation of a theme

To receive a 2, the student must attempt to analyze a passage and connect it with an explanation of a theme

To receive a 1, the student must identify a theme attempt to connect it with the selected passage

References:

Ellis, A. (2001). Teaching, learning, and assessment together: The reflective

classroom. Larchmont, NY: Eye on Education, Inc.

OSPI. (2009). Superintendent of Public Instruction. Retrieved August 5, 2010, from

http://www.k12.wa.us

RubiStar. (2000-2008). 4Teachers.org. Retrieved August 5, 2010, from

http://rubistar.4teachers.org

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CBPA - English 10

Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2007). Classroom assessment for student

learning: Doing it right – using it well. Upper Saddle River, New Jersey: Pearson

Education Inc.

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