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Luke A.

Meuler LTM 632 Ready-to-Administer Performance Assessment Cover Sheet This performance assessment is designed for 11th and 12th grade students in an all-male, Catholic, Jesuit college-preparatory high school. The assessment is included in International Relations which is offered as a one-semester political science elective course in the social studies department. Students are eligible for the course after they have completed year-long core courses in World History and United States History. The performance assessment is aligned with several course outcomes related to knowledge of world order and the functions of the United Nations, as well as enhancing the ability to articulate a logical viewpoint while discussing a current issue in global politics with other students who represent diverse perspectives. The assessment is also aligned to the schools mission and Graduate at Graduation statement which, among other things, challenges students to become intellectually competent and committed to justice. The performance assessment will be administered at the end of the semester following the submission of a research paper on the same topic and prior to the final exam. Combining traditional research and writing with a performance assessment offers an opportunity for students to work on creative problem solving and consider a wide range of ideas and global perspectives. This assessment is designed as summative as it is the culmination of a semester of informal and formal formative learning experiences through discussion, reading, writing, listening, and viewing. The formative experiences will support student learning by giving them input, practice, and feedback in the learning process. Students develop the ability to self assess through weekly reflections on learner behaviors. Students will self assess their research, writing and performance in the United Nations simulation. Students will receive feedback from the teacher to build towards the summative assessment and will receive feedback for the finished product and final performance.

Introduction & Prompt for Students The State Department of the United States has established a framework for youth committees to research and discuss current global security concerns. As is consistent with the permanent members of the United Nations Security Council, each committee is comprised of five individuals each charged with representing one of the following political states: the United States, Great Britain, France, Russia, and China. Each committee is responsible for identifying a current security concern in the world and deciding which members will represent each country. Each committee member is responsible for researching the security issue in general as well as the specific interests and perspective of the country they represent. The committee will engage in a discussion in front of a live audience of their peers and teacher.

Directions To prepare for a discussion, each committee will: Identify a current security issue in the world. Assign each member to represent a country. Reinforce and extend research skills related to: o Source identification as primary or secondary o Source identification as amateur, professional, or scholarly o Create an annotated bibliography using multiple sources o Organize information and ideas into an outline or concept map Engage in a discussion.

On the final due date: Each committee will engage in discussion for 40 minutes. Each committee member will: o Speak for 4 minutes with prepared remarks o Respond to committee questions following prepared remarks for 4 minutes o Ask at least two questions during the 4 minute sessions following prepared remarks

Outcomes Common Core State Standards for Literacy in All Subject Areas Speaking and Listening Standards for Literacy in All Subjects Grade 11-12 students Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Criteria Content presented is accurate and logically organized in the presentation. Sources cited are credible and deliberately incorporated. Demonstrates ability to select and contribute content that builds empathy by enhancing understanding of a countrys unique perspective. Body language is appropriate for a formal setting. Examples could include maintaining formal posture and making eye contact. Tone, words, and phrasing are all respectful of the target audience. Questions are purposefully designed to build understanding through clarification and/or empathy.

Self Assessment Form Students will complete a self assessment. Checklist to ensure following of directions The Student: _____ Prepared accurate and relevant content from a given countrys perspective. _____ Participated in the group discussion with prepared remarks. _____ Participated in the group discussion by asking questions.

Rating Quality of Criteria Met: Content presented is accurate and logically organized in the presentation. _____ Developing _____ Proficient _____ Advanced

Sources cited are credible and deliberately incorporated. _____ Developing _____ Proficient _____ Advanced

Demonstrates ability to select and contribute content that builds empathy by enhancing understanding of a countrys unique perspective. _____ Developing _____ Proficient _____ Advanced

Body language is appropriate for a formal setting. Examples could include maintaining formal posture and making eye contact. _____ Developing _____ Proficient _____ Advanced

Tone, words, and phrasing are all respectful of the target audience. _____ Developing _____ Proficient _____ Advanced

Questions are purposefully designed to build understanding through clarification and/or empathy. _____ Developing _____ Proficient _____ Advanced Select two of your ratings for the criteria and explain your judgment.

Peer Assessment Form Students will receive 3 or 4 peer assessments from classmates who listen to the discussion. Checklist to ensure following of directions The Student: _____ Prepared accurate and relevant content from a given countrys perspective. _____ Participated in the group discussion with prepared remarks. _____ Participated in the group discussion by asking questions.

Rating Quality of Criteria Met: Content presented is accurate and logically organized in the presentation. _____ Developing _____ Proficient _____ Advanced

Demonstrates ability to select and contribute content that builds empathy by enhancing understanding of a countrys unique perspective. _____ Developing _____ Proficient _____ Advanced

Questions are purposefully designed to build understanding through clarification and/or empathy. _____ Developing _____ Proficient _____ Advanced

Select one of your ratings for the criteria and explain your judgment.

Feedback Form Developing Proficient Content presented is accurate and logically organized in the presentation. Sources cited are credible and deliberately incorporated. Demonstrates ability to select and contribute content that builds empathy by enhancing understanding of a countrys unique perspective. Body language is appropriate for a formal setting. Examples could include maintaining formal posture and making eye contact. Tone, words, and phrasing are all respectful of the target audience. Questions are purposefully designed to build understanding through clarification and/or empathy. Evidence Advanced