DOI link for Assessment Strategies
Assessment Strategies book
In this chapter, we’ll examine specifi c evaluation criteria and rubrics to use when evaluating your students’ argument essays. Each of this book’s preceding chapters focuses on a specifi c attribute, or tool, of effective argument writing; I recommend keeping this same tool-focused mindset when evaluating students’ argument essays. To apply the toolkit idea to the assessment of students’ argument essays, separately evaluate each attribute of effective argument writing in students’ works by using distinct rubrics that represent the standards of quality for each of these writing strategies. These rubrics enable you to provide separate scores and feedback for students’ performances on each of these attributes. For example, I recently worked with a student who scored a four (out of four) on fi ve of the attributes of effective argument writing discussed in this book, but earned scores of two for both her introduction and conclusion. These scores showed me that this student had mastered the writing strategies associated with composing the body of an argument essay but needed some additional support in ways to create effective introductions and conclusions. Another middle school student with whom I worked had a very different score breakdown: he scored highly on all of the argument writing attributes described in this book except for supporting claims with reasons and evidence while using credible sources, on which he scored a one. This suggests that he did strong work overall, but needed help fi nding and using credible sources to support his claims.