Summative Assessment

Summative Assessment Lesson

• Explain and identify the requirements for the summative assessment

• Explain the topic and the role of each member in the group

• Identify your goal grade for the assessment

Success Criteria

• Understand the requirements of the summative assessment task

• Understand your assigned topic

• Assign roles to each speaker in the group

• Set goals for what you are aiming for as a result (A,B,C)

Learning Objective

Learning Objective and Success Criteria

What is your assessment?

You are to work in a team of three (3) to construct a team argument and then create your own individual persuasive speech. You will then interact in a debate, presenting your researched arguments (individual speech) and listening and responding to the opposition (rebuttal).

What is your goal grade for this assessment

On a post-it note write down the grade you would like to achieve for this assessment. What is a realistic goal you can aim for?

I'm going to come around and collect your grade goal so we can track your progress

Comprehending Texts

Multiple Choice

Which of these criteria will get you an A?

• ⎯ Integrates relevant evidence (facts and examples) intended to persuade (relevant to and supportive of the opinion). ⎯ Listens effectively for ways texts position an audience (can identify main points of most arguments).

• ⎯ Researches, acknowledges and evaluates a range of relevant evidence from authoritative sources. ⎯ Listens comprehensively and effectively for ways texts position an audience (can identify main points of all relevant arguments).

• ⎯ Evaluate and integrate ideas and information from texts to form their own interpretations. (Evidence may be anecdotal - recount of personal experience). ⎯ Listen for ways texts position an audience (can identify main points of an argument).

Multiple Choice

Which of these criteria will get you an B?

• ⎯ Integrates relevant evidence (facts and examples) intended to persuade (relevant to and supportive of the opinion). ⎯ Listens effectively for ways texts position an audience (can identify main points of most arguments).

• ⎯ Researches, acknowledges and evaluates a range of relevant evidence from authoritative sources. ⎯ Listens comprehensively and effectively for ways texts position an audience (can identify main points of all relevant arguments).

• ⎯ Evaluate and integrate ideas and information from texts to form their own interpretations. (Evidence may be anecdotal - recount of personal experience). ⎯ Listen for ways texts position an audience (can identify main points of an argument).

Multiple Choice

Which of these criteria will get you an C?

• ⎯ Integrates relevant evidence (facts and examples) intended to persuade (relevant to and supportive of the opinion). ⎯ Listens effectively for ways texts position an audience (can identify main points of most arguments).

• ⎯ Researches, acknowledges and evaluates a range of relevant evidence from authoritative sources. ⎯ Listens comprehensively and effectively for ways texts position an audience (can identify main points of all relevant arguments).

• ⎯ Evaluate and integrate ideas and information from texts to form their own interpretations. (Evidence may be anecdotal - recount of personal experience). ⎯ Listen for ways texts position an audience (can identify main points of an argument).

Creating Texts

Multiple Choice

Which of these criteria will get you an A?

• ⎯ Creates a consistent argument to support the team case. ⎯ Evaluates the reasoning and/or evidence from their opponent, explaining why their view should be rejected (2 step rebuttal). ⎯ Makes a persuasive presentation, using most visual (eye contact, gestures, facial expressions, stance) and aural (pace and pause, volume, tone and pitch) interaction skills to complement their speech

• ⎯ Create a persuasive speech that respond to issues, interpreting and integrating ideas from other texts. ⎯ Understand how interpretations can vary by comparing and evaluating their responses to ideas and issues to the responses of others (makes an attempt at rebuttal). ⎯ Make presentations (some visual and aural skills) and contributes actively to class and group discussions.

• ⎯ Creates a consistent, convincing, argument to support the team case. ⎯ Critically evaluates the reasoning and evidence from their opponent, explaining why their view should be rejected when compared to their own case (4 steps of rebuttal). ⎯ Makes a persuasive presentation, using both visual (eye contact, gestures, facial expressions, stance) and aural (pace and pause, volume, tone and pitch) interaction skills to complement their speech

Multiple Choice

Which of these criteria will get you an B?

• ⎯ Creates a consistent argument to support the team case. ⎯ Evaluates the reasoning and/or evidence from their opponent, explaining why their view should be rejected (2 step rebuttal). ⎯ Makes a persuasive presentation, using most visual (eye contact, gestures, facial expressions, stance) and aural (pace and pause, volume, tone and pitch) interaction skills to complement their speech

• ⎯ Create a persuasive speech that respond to issues, interpreting and integrating ideas from other texts. ⎯ Understand how interpretations can vary by comparing and evaluating their responses to ideas and issues to the responses of others (makes an attempt at rebuttal). ⎯ Make presentations (some visual and aural skills) and contributes actively to class and group discussions.

• ⎯ Creates a consistent, convincing, argument to support the team case. ⎯ Critically evaluates the reasoning and evidence from their opponent, explaining why their view should be rejected when compared to their own case (4 steps of rebuttal). ⎯ Makes a persuasive presentation, using both visual (eye contact, gestures, facial expressions, stance) and aural (pace and pause, volume, tone and pitch) interaction skills to complement their speech

Multiple Choice

Which of these criteria will get you an C?

• ⎯ Creates a consistent argument to support the team case. ⎯ Evaluates the reasoning and/or evidence from their opponent, explaining why their view should be rejected (2 step rebuttal). ⎯ Makes a persuasive presentation, using most visual (eye contact, gestures, facial expressions, stance) and aural (pace and pause, volume, tone and pitch) interaction skills to complement their speech

• ⎯ Create a persuasive speech that respond to issues, interpreting and integrating ideas from other texts. ⎯ Understand how interpretations can vary by comparing and evaluating their responses to ideas and issues to the responses of others (makes an attempt at rebuttal). ⎯ Make presentations (some visual and aural skills) and contributes actively to class and group discussions.

• ⎯ Creates a consistent, convincing, argument to support the team case. ⎯ Critically evaluates the reasoning and evidence from their opponent, explaining why their view should be rejected when compared to their own case (4 steps of rebuttal). ⎯ Makes a persuasive presentation, using both visual (eye contact, gestures, facial expressions, stance) and aural (pace and pause, volume, tone and pitch) interaction skills to complement their speech

Topics for debates

That we should fear the development of artificial intelligence

Replace this with a header

​That Australia should become a republic

That the current pay for elite sports men and women is fair and equitable

​That we regret the rise of social media

​That mobile phones should be banned in schools

Groups