Write A Letter To Parents Explaining Performance Assessment

Write A Letter To Parents Explaining The Performance Assessment And Ho

Write a letter to parents explaining the performance assessment and how the rubric will be used to grade their child's submission. Items to include in your letter: a brief explanation of the task and the purpose behind the task; a summary of the rubric categories, how each category is scored, how the rubric score is converted to a student grade. Be sure to make your letter open to two-way communications where parents can contact you with questions and concerns.

Paper For Above instruction

Dear Parents,

I hope this letter finds you well. I am reaching out to inform you about an upcoming performance assessment that your child will be participating in, as well as to explain how their work will be evaluated using a detailed rubric.

The purpose of this assessment is to evaluate your child's mastery of the key skills and concepts we have been working on in class. The task involves [briefly describe the task, e.g., creating a presentation, writing an essay, performing a scientific experiment], which will allow students to demonstrate their understanding in a practical and meaningful way. This type of assessment encourages critical thinking, creativity, and application of knowledge beyond traditional testing methods.

To ensure transparency and fairness in grading, we use a rubric that clearly defines expectations and criteria. The rubric comprises several categories, each focusing on a specific aspect of the student's work. These categories typically include Content Accuracy, Clarity and Organization, Creativity and Engagement, and Language Use. Each category is scored on a scale from 1 to 4, with the following descriptions:

- 4 - Exceptional: The student thoroughly meets all criteria, demonstrating superior understanding and effort.

- 3 - Proficient: The work meets the expectations with good understanding and effort.

- 2 - Basic: The submission shows some understanding but lacks depth or clarity.

- 1 - Minimal: The work does not meet the basic expectations or shows limited understanding.

Each category score is then combined to calculate an overall rubric score. For example, if a student earns scores of 3 in all categories, the total would be 12 out of a possible 16 points. This raw score is then converted into a final grade according to a predetermined scale, generally:

- 13–16 points: Grade A (Excellent)

- 10–12 points: Grade B (Good)

- 7–9 points: Grade C (Average)

- 4–6 points: Grade D (Needs Improvement)

- 1–3 points: Grade F (Incomplete/Minimal)

This holistic approach allows for a balanced evaluation that considers different facets of student performance. Your child's final grade will reflect their overall achievement based on these criteria.

We value open communication and welcome any questions or concerns you might have regarding this assessment process. Please feel free to contact me at [your contact information] or schedule a meeting if you wish to discuss your child's progress or the grading rubric in more detail. Our goal is to partner with you to support your child's learning journey.

Thank you for your continued support and involvement.

Sincerely,

[Your Name]

[Your Position]

[School Name]

[Contact Information]

References

  • Brookhart, S. M. (2013). How to Use Grading to Improve Learning. ASCD.
  • Popham, W. J. (2014). Classroom Assessment: What Teachers Need to Know. Pearson.
  • Guskey, T. R. (2014). On Your Marks: The Teacher's Guide to Assessing Student Learning. ASCD.
  • Stiggins, R. (2005). From Formative Assessment to Assessment FOR Learning. Phi Delta Kappan, 87(4), 324-328.
  • Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
  • Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative Assessment and Self‐Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education, 31(2), 199-218.
  • Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
  • Andrade, H. (2010). Students as Partners in Assessment for Learning. Theory into Practice, 49(1), 21-27.

Related Assignments