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Integrated Pest Management Task Overview
Teacher Directions and Scoring Rubrics
Student Task: Parts 1 and 2 Students are given the texts, research, and any additional information about the essay.
Part 1 (Approximately 90 minutes) 1. Initiate the testing session.2. Encourage students to take good notes as they review the resources. They will have access to
their notes on both Part 1 and Part 2.3. Alert the students when 15 minutes have elapsed.4. Alert the students when there are 5 minutes remaining in Part 1.
Stretch Break
Part 2 (Approximately 90 minutes)
1. Initiate the testing Part 2.2. Allow students to access the sources and their notes from Part I.3. Alert the students when 30 minutes have elapsed.4. After students have been writing for 80 minutes, alert them that there are 10 minutes left to
complete their essays.5. Close the testing session.
Scorable Products: Student responses to the constructed-‐response questions in part 1 and the essay in part 2 will be scored.
GRADES 9/10/11 (180 minutes Approximate Time)
Task Overview:
Part 1 (90 minutes): Ultimately tasked with writing an essay on Integrated Pest Management, students will read a variety of print materials including a Q and A sheet, an article, and a poster. They will also watch three short videos, taking notes on these sources. After conducting this research, they will then respond to three constructed-‐response questions addressing the research skills of locating, analyzing and evaluating information.
Part 2: (90 minutes): Finally, students will work individually to compose an essay on Integrated Pest management, referring to their notes and the sources as needed.
Created by Nancy Skerritt for the Pacific Education Institute, May 2014 Grades 9/10/11
Integrated Pest Management Task Overview
Teacher Directions and Scoring Rubrics
Scoring Rubrics:
Question #1 Claim 4 Research, Target 2
Question #2 Claim 4 Research, Target 3
` Question #3 Claim 4 Research, Target 4
Essay Explanatory Writing Rubric (Grades 6-11)
Informational and Explanatory Essay Rubrics:
4 – Points Statement of Purpose / Focus Organization
4 – Points Language Elaboration
2 – Points Conventions
Created by Nancy Skerritt for the Pacific Education Institute, May 2014 Grades 9/10/11
Integrated Pest Management Task Overview
Teacher Directions and Scoring Rubrics
1. Define Integrated Pest Management in one or two sentences and briefly explain its benefits toboth the farmer and the environment. Use information from a video and a print source tosupport your answer, referencing the sources you choose to use. (Claim 4, Target 2)
Analyze/Integrate Information Rubric (Claim 4, Target 2)
2 • The response gives sufficient evidence of the ability to gather, analyze, and integrateinformation within and among multiple sources of information.
1 • The response gives limited evidence of the ability to gather, analyze, and integrate informationwithin and among multiple sources of information.
0 A response gets no credit if it provides no evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
2. You have been asked to explain IPM to students at a neighboring school. You can use onevideo, one article and one poster. Which sources do you select and what is your criteria?(Claim 4, Target 3)
Evaluate Information / Source Rubric (Claim 4, Target 3)
2 • The response gives sufficient evidence of the ability to evaluate the credibility, completeness,relevancy, and/or accuracy of the information and sources.
1 • The response gives limited evidence of the ability to evaluate the credibility, completeness,relevancy, and/or accuracy of the information and sources.
0 A response gets no credit if it provides no evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.
3. Defend the following statement: Integrated Pest Management is a common sense approachto pest control. Use information multiple sources in your response, citing the sources that youuse. (Claim 4, Target 4)
Use Evidence Rubric (Claim 4, Target 4)
2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.
1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas..
0 A response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.
Created by Nancy Skerritt for the Pacific Education Institute, May 2014 Grades 9/10/11
Macintosh HD:Users:nskerrit:Desktop:Riverview Handouts for Oct. 25:Writing Rubrics:Scoring Version Gr 6-‐11 Informative.Explanatory Writing rubrics.docx
Informative / Explanatory Writing Rubric (Grades 6-11) Score 4 3 2 1
Sta
tem
ent
of P
urp
ose
Focu
s
The response is fully sustained and consistently and purposefully focused: � controlling idea or main idea
of a topic is focused, clearly stated, and strongly maintained
� controlling idea or main idea of a topic is introduced and communicated clearly within the context
The response is adequately sustained and generally focused: � focus is clear and for the most
part maintained, though some loosely related material may be present
� some context for the controlling idea or main idea of the topic is adequate
The response is somewhat sustained and may have a minor drift in focus: � may be clearly focused on
the controlling or main idea, but is insufficiently sustained
� controlling idea or main idea may be unclear and somewhat unfocused
The response may be related to the topic but may provide little or no focus: � may be very brief � may have a major drift � focus may be confusing
or ambiguous
Org
aniz
atio
n
The response has a clear and effective organizational structure creating unity and completeness: � use of a variety of
transitional strategies � logical progression of ideas
from beginning to end � strong connections among
ideas, with some syntactic variety
The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: � adequate use of transitional
strategies with some variety � adequate progression of ideas
from beginning to end � adequate introduction and
conclusion � adequate, if slightly inconsistent,
connection among ideas
The response has an inconsistent organizational structure, and flaws are evident: � inconsistent use of
transitional strategies with little variety
� uneven progression of ideas from beginning to end
� conclusion and introduction, if present, are weak
� weak connection among ideas
The response has little or no discernible organizational structure: � few or no transitional
strategies are evident � frequent extraneous
ideas may intrude
Elab
orat
ion
of
Evid
ence
The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: � use of evidence from sources is
smoothly integrated, comprehensive, and concrete
� effective use of a variety of elaborative techniques
The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: � some evidence from sources is
integrated, though citations may be general or imprecise adequate use of some elaborative techniques
The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details: � Evidence from sources is
weakly integrated, and citations, if present, are uneven
� Weak or uneven use of elaborative techniques
The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details: � Use of evidence from
the source material is minimal, absent, in error, or irrelevant
Lan
guag
e
The response clearly and effectively expresses ideas, using precise language: � use of academic and domain-‐
specific vocabulary is clearly appropriate for the audience and purpose
The response adequately expresses ideas, employing a mix of precise with more general language: � use of domain-‐specific
vocabulary is generally appropriate for the audience and purpose
The response expresses ideas unevenly, using simplistic language: � use of domain-‐specific
vocabulary that may at times be appropriate for the audience and purpose
The response’s expression of ideas is vague, lacks clarity, or is confusing: � Uses limited language or
domain-‐specific vocabulary
May have little sense of audience and purpose
Score 2 1
Con
ven
tion
s The response demonstrates an adequate command of conventions: • errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed and meaning is not obscured
• adequate use of punctuation, capitalization, and spelling
The response demonstrates a partial command of conventions: • errors in usage may obscure meaning • inconsistent use of punctuation, capitalization, and spelling
NS Insufficient, illegible, in a language other than English, incoherent, off-‐topic, or off-‐purpose writing
SCORING VERSION