!"#$%$&"'()*&&+%',&++-.

-'(/))-%%'0&123&+$&'0-13&145")-'65%7'8-9/$1-4-"2%:'
!"#$%&'()%*"+,-)*"./*.-0.#.+&*1-%&-2/34"&'-

Stuuents will complete a ieseaich oi inquiiy pioject that piesents an aigument about an
histoiical oi social science issue. To uemonstiate theii masteiy of Reseaich oi Inquiiy in
histoiysocial science, they must select a wiiting sample that embouies the following
expectations, which aie aligneu to the Common Coie Reauing anu Wiiting Stanuaius foi
Liteiacy in BistoiySocial Stuuies:

2/34"&' (A wiitten, oial oi multi-meuia foimat is acceptable foi the investigation,
though foi the CSP, stuuents will uemonstiate this in a wiitten foimat)
!"#$%&'%$"(%()&*(+,(%$"#$%$"(%'$-*(+$%,#+%#'.%#%"&'$/0&,#12'/,&#1%',&(+,(%3-('$&/+4%
Pose a ieseaichable inquiiy question
Explain why the question oi line of inquiiy is impoitant

0R

0.#.+&*1 (A foimal ieseaich papei in iesponse to a piompt oi set of piompts)
Responu to a ieseaich question on a topic selecteu by the teachei 0R
Select a ieseaich question oi topic fiom a set of questions oi topics
piesenteu as options by the teachei

Foi Both:
Ciitical Thinking
5&647./$-
!"#$%&'%$"(%()&*(+,(%$"#$%$"(%'$-*(+$%,#+%*()(1/5%#%"&'$/0&,#12'/,&#1%',&(+$&6&,%#07-8(+$4
Bevelops a cleai aigument that cleaily auuiesses the ieseaich question oi topic anu
is infoimeu by multiple souices
Recognizes anu consiueis conflicting oi challenging eviuence

89":./*.-;-5/+,'#"#-
!"#$%&'%$"(%()&*(+,(%$"#$%$"(%'$-*(+$%,#+%'-55/0$%$"(%#07-8(+$4%
!"#$%&'%$"(%()&*(+,(%$"#$%$"(%'$-*(+$%,#+%#+#19:(%()&*(+,(4
Accuiately explains coie issues anu infoimation necessaiy to unueistanu topic anu
peispective
Suppoits aigument with claims anu analysis of eviuence
Selects, piesents anu explains ielevant piimaiy anu seconuaiy eviuence (incluuing a
vaiiety of souices such as chaits, tables, oi othei histoiical aitifacts)
Evaluates cieuibility of eviuence by examining the point of view, puiposes, anu
histoiicalsocialcultuial context of souices
Explains why the eviuence is significant anuoi how the eviuence suppoits the
aigument

<%/$./$-
!"#$%&'%$"(%()&*(+,(%$"#$%$"(%'$-*(+$%.+/;'%#+*%,#+%-'(%#,,-0#$(%#+*%0(1()#+$%
"&'$/0&,#12'/,&#1%',&(+$&6&,%,/+$(+$4%
Suppoits aigument with uetaileu anu accuiate content
Incluues a uiscussion of ielevant (e.g. histoiical, political, social, cultuial) contexts

31
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!"#$%&'%$"(%()&*(+,(%$"#$%$"(%'$-*(+$%,#+%/07#+&:(%#+*%'$0-,$-0(%#%"&'$/0&,#12<<%#07-8(+$4%
!"#$%&'%$"(%()&*(+,(%$"#$%$"(%'$-*(+$%,#+%-'(%"&'$/0&,#12'/,&#1%',&(+$&6&,%,/+)(+$&/+'%$/%
,/88-+&,#$(%&*(#'4-
I1&(&'#(!016$.&'#>!,-$'#&1G016$.&'#!0'%!,+0*.(!*'!0'!-160'*Q&%>!+-6*,0+>!0'%!
,-2&1&'#!)04!
M-++-)(!-1!($//-1#(!016$.&'#!)*#2!0!,-',+$(*-'!
R(&(!+0'6$06&!0'%!#-'&!0//1-/1*0#&!#-!#2&!/$1/-(&!0'%!0$%*&',&!
M-++-)(!,-'H&'#*-'(!-:!2*(#-1*,0+=(-,*0+!(,*&',&!)1*#*'6>!*',+$%*'6!,*#0#*-'(!-:!
(-$1,&(!!
!
0.?,.*$"%/-
!"#$%&'%$"(%()&*(+,(%$"#$%$"(%'$-*(+$%,#+%*((519%0(61(,$%/+%5(06/08#+,(=%70/;$"%#'%#%1(#0+(0%
#+*%#>&1&$9%$/%#5519%$"&'%&+%$"(%6-$-0(4%
S'-)(D!K?/+0*'(!6-0+(>!/$1/-(&!0'%!0,0%&.*,!(O*++(!-:!01#*:0,#!
P-&(D!K?/+0*'(!/1-,&((>!%&,*(*-'(!0'%!B&0%&1(2*/!"O*++(!$(&%!
;&:+&,#(D!P&(,1*7&(!*./0,#!-:!01#*:0,#!-'!(&+:>!:$#$1&!0'%!61-)#2!0(!0!1&(&01,2&1!-1!
2*(#-1*0'!
32
2011 Stanford Center for Assessment, Learning, & Equity (SCALE) and the Envision Schools Historical/Social Scientific Argumentation


SCORING DOMAIN EMERGING
E/D
DEVELOPING
D/P
PROFICIENT
P/A
ADVANCED
INQUIRY
1

What is the evidence that
the student can ask a
historical/social science
question?
Questions relevance or
importance is unclear.
Question is too broad or
narrow in scope to allow
for adequate
investigation.


Question is relevant to the
chosen topic.
Question is specific and
targeted enough to guide
initial investigation.

Question is relevant and
important in relation to
the chosen topic.
Question can be
investigated given
available resources.
Question is relevant and
important in relation to the
chosen topic.
Question is specific and
challenging and can be
investigated given available
resources.
ARGUMENT
What is the evidence that
the student can develop
a historical/social
scientific argument?

Argument is unclear or
underdeveloped.
Makes unclear or
irrelevant claims.
One claim dominates the
argument and alternative
or counterclaims are
absent.
Argument is relevant to
the prompt or research
question.
Makes relevant claims.
Briefly alludes to
questions or counter-
claims.
Argument clearly
answers the prompt or
research question.
Makes relevant claims
that support the
argument.
Acknowledges questions
or counterclaims.
Argument is precise and nuanced
and clearly answers the prompt or
research question.
Makes relevant and significant
claims that support the argument.
Acknowledges or responds to
questions or counter claims to
sharpen the argument.
EVIDENCE
What is the evidence that
the student can support
the argument?


Evidence is over-reliant
on one source.
Evidence is irrelevant OR
absent.
One or two sources that
share perspective are
consulted.




Refers to evidence from
few sources.
Evidence, including
information and
quotations, supports the
argument.
Multiple relevant sources
are consulted.
Evidence from relevant
primary and secondary
sources is used in major
parts of the argument.
Relevant evidence is
clearly presented and
supports the argument.
Sources consulted vary in
perspective OR format
(e.g., text, graphic, visual
media, etc.)
Evidence from primary and
secondary sources, significant
and relevant to the investigation,
is used throughout the argument.
A synthesis of evidence clearly,
accurately, and convincingly
supports the argument.
A variety of sources, both in
perspective AND format (e.g.,
text, graphic, visual media, etc.)
are consulted.
ANALYSIS
What is the evidence that
the student can analyze
evidence?


Information from
sources is
indiscriminately
presented as fact.
One source dominates
the argument.

Compares the point of
view of two or more
sources.
Begins to compare
information from
different sources.

Evaluates points of
view, purposes or other
context information to
assess credibility of
sources.
Evaluates evidence by
comparing sources and
noting discrepancies.

Thoroughly evaluates points
of view, purposes or other
context information to assess
credibility of sources.
Evaluates evidence by
comparing sources, noting
discrepancies and challenging
them with other information.

1
This domain is to be scored only for tasks that require that students design their own projects.
Envision Schools Graduation Portfolio Performance Assessment: HISTORY/SOCIAL SCIENCE RESEARCH OR INQUIRY

33
2011 Stanford Center for Assessment, Learning, & Equity (SCALE) and the Envision Schools Historical/Social Scientific Argumentation
SCORING DOMAIN EMERGING
E/D
DEVELOPING
D/P
PROFICIENT
P/A
ADVANCED
CONTENT
What is the evidence
that the student knows
and can use accurate
and relevant
historical/social
scientific content?
Historical/social
scientific content is
limited and/or contains
in accuracies.
Connections to
particular
historical/social science
topics are absent.
Historical/social scientific
content is limited but
accurate.
Mentions relevant (e.g.
historical, political, social,
cultural) contexts in
relation to topic.
Content is detailed,
accurate, and supports
the argument.
Includes a discussion of
relevant (e.g. historical,
political, social, cultural)
contexts.
Content is accurate, conveys
depth and breadth of
knowledge on topic, and
seamlessly supports the
argument.
Situates issue in relevant and
significant (e.g. historical,
political, social, cultural)
contexts.
ORGANIZATION
What is the evidence
that the student can
organize and structure
a historical/SS
argument?
Argument is not
supported.
Evidence is included, but
clear connections
between them are
missing.
No transitions are used
Conclusion is absent or
restates the introduction
or prompt.

Argument is evident but
not consistently present
throughout text.
Evidence is logically
organized.
Transitional words or
phrases connect parts of
the argument with minor
lapses.
Conclusion goes beyond
the introduction.
Argument is presented
clearly and consistently
throughout text.
Organization of claims,
counterclaims, reasons,
and evidence shows clear
relationships.
Transitional words or
phrases connect parts of
the argument.
Conclusion follows from
or supports the argument.
Argument is presented clearly
and consistently throughout
text and drives its
organization.
Claims, counterclaims,
reasons and evidence are
logically sequenced.
Transitions guide the reader
through the development and
reasoning of the argument.
Conclusion is logical and
raises important implications.
CONVENTIONS
What is the evidence
that the student can use
historical/social
scientific conventions to
communicate ideas?
Language and tone are
inappropriate to the
purpose and audience.
Has an accumulation of
errors in grammar,
usage, and mechanics
that distracts
from.meaning.
Rarely or incorrectly
cites sources
Language and tone are
appropriate to the purpose
and audience with minor
lapses.
Has some minor errors in
grammar, usage, and
mechanics that partially
distract or interfere with
meaning
Cites sources with minor
formatting errors.

Language and tone are
appropriate to the
purpose and audience.
Is generally free of
distracting errors in
grammar, usage, and
mechanics
Cites sources correctly
throughout using a
standard format.

Language and tone are
tailored to the purpose and
audience.
Is free from errors in
grammar, usage, and
mechanics
Cites sources correctly
throughout using a standard
format.


34
2011 Stanford Center for Assessment, Learning, & Equity (SCALE) and the Envision Schools Historical/Social Scientific Argumentation

SCORING DOMAIN EMERGING
E/D
DEVELOPING
D/P
PROFICIENT
P/A
ADVANCED
REFLECTION

What is the evidence
that the student can
deeply reflect on
performance, growth
as a learner and
ability to apply this in
the future?
Know: Explains
the topic of class
when artifact was
assigned
Do: Explanation
of process,
decision-making
and leadership
skills is
incomplete or
unclear
Reflect: States
what was done
well and what
could be
improved upon
Know: Describes some
context of class
(learning goals, purpose
of artifact or necessary
skills)
Do: Briefly explains
process, decision-
making and leadership
skills used during the
task
Reflect: Explains how
artifact impacted self as
a learner
Know: Clearly states
general learning goals
and purpose of artifact,
including academic skills
needed to be successful
Do: Thoroughly explains
process and decision-
making, including
Leadership Skills used
during the task
Reflect: Describes how
artifact impacted self &
own future, including
growth as a researcher or
historian
Know: Explicitly ties context
of class to content and skill
goals as well as purpose of
artifact
Do: Explains process,
decision-making and
Leadership Skills with detail
and through lens of thinking
like expert in field
Reflect: Describes and
analyzes how artifact impacted
self & own future, including
growth as a researcher or
historian



35