As a formative assessment task within a unit focused on advertising, my class recently completed a learning engagement which integrated persuasive writing, public speaking, peer assessment, and data gathering, organization, and analysis.
The first step was for students to apply what they had learned around the central idea, ‘People create and manipulate messages to target and persuade specific audiences.’, by presenting their own persuasive speeches.
One of the most powerful tools we explored were TED talks about children.
We followed a typical writing process which featured prominently rehearsal and peer feedback.
By emphasizing peer evaluation, there were many opportunities for me to model sensitive and effective critique as well as coach individual students and groups to develop as assessors.
When the day of the presentations drew near, students contributed their ideas about features of a persuasive speech which I synthesized into our Persuasive speech peer assessment rubric.
Every student in the class used the rubric to evaluate every other student’s speech.
This provided an authentic data handling exercise as students used a Persuasive speech peer assessment data organizer to gain deeper insights into their peer feedback.
I believe that the authenticity and social elements designed into the activity led to every student being extremely motivated to learn the concept and application of average.
A further step that I considered including but decided against would be to teach the students how to use Excel or other spreadsheet software to organize and analyze their data. However, it didn’t seem appropriate at the time and I would prefer that the students experience this process in the old fashioned analog manner before introducing digital tools.