Write A Letter To Parents Explaining The Performance Assessm

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 and Guardians,

I am writing to inform you about an upcoming performance assessment that your child will be completing as part of our instructional program. This assessment is designed to evaluate your child's understanding and application of the skills and knowledge they have acquired in our current unit. The purpose of this task is to provide a comprehensive measure of your child's ability to synthesize information, demonstrate critical thinking, and communicate effectively through their submission.

The performance assessment involves a project where students will be required to create a presentation, report, or another form of deliverable that addresses specific learning objectives outlined for this period. This task encourages students to demonstrate their mastery of the subject matter in a meaningful way beyond traditional tests, fostering higher-order thinking skills and encouraging creativity.

To evaluate your child's work fairly and transparently, a rubric will be used. The rubric has several categories, each focusing on key aspects of the assignment:

1. Content Accuracy and Completeness: This category assesses whether the student’s work includes all necessary information and demonstrates an accurate understanding of the topic. It is scored on a scale from 1 to 4, with 4 indicating excellent grasp and completeness.

2. Organization and Clarity: This evaluates how well the student organizes their ideas and presents information clearly. Clear, logical structure earns higher scores.

3. Creativity and Engagement: This measures the originality of the work and the degree to which it captures the audience's interest.

4. Technical Skills and Presentation: This looks at the quality of visuals, writing mechanics, or technical components relevant to the assignment.

Each category is scored on a scale from 1 to 4, where 4 signifies exceptional work, and 1 indicates minimal achievement. The scores from all categories are then totaled to derive an overall rubric score, which is converted into a letter grade or percentage that reflects your child's performance.

The overall rubric score is translated into a final grade as follows:

- 36-40 points: A (Exceptional)

- 30-35 points: B (Proficient)

- 24-29 points: C (Basic)

- Below 24 points: D or F (Minimal/Unsatisfactory)

Please feel free to contact me if you have any questions or concerns about the assessment process or your child's progress. I value ongoing communication and believe that working together helps support your child's success. You can reach me via email at [email address] or by phone at [phone number]. I am happy to discuss any aspect of this assessment or provide additional feedback on your child's work.

Thank you for your continued support and involvement in your child's learning journey.

Sincerely,

[Your Name]

[Your Position]

[School Name]

[Contact Information]

References

  • Brookhart, S. M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. ASCD.
  • Heritage, M. (2010). Formative Assessment: Making It Happen in the Classroom. Corwin Press.
  • Stiggins, R. (2005). From Formative Assessment to Assessment FOR Learning. Phi Delta Kappan, 87(04), 324-328.
  • Marzano, R. J., & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives. Corwin Press.
  • Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
  • Panadero, E. (2017). A Review of Self-Assessment and Self-Assessment Literacy. Frontiers in Psychology, 8, 422.
  • Gibbs, G. (2010). Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit, Oxford.
  • Nitko, A. J., & Brookhart, S. M. (2014). Educational Assessment of Students. Pearson.
  • Andrade, H., & Du, Y. (2007). Student Self-Assessment and Faculty Mentoring. Practical Assessment, Research & Evaluation, 12(4), 1-8.

Related Assignments