DBQ Topic: Score Document-Based Question Essays Conversion In addition to meeting the learning goal, the long essay response, distinguishes the historical interpretation from 4 7 opposing interpretations using prior knowledge or acknowledges that the situation is nuanced and to some degree ambiguous. 3.5 6 meets all of the learning goal and hit some of the Level 4 learning targets. Student’s performance Students demonstrate they have the ability to: 3A State a relevant thesis that addresses all parts of the question. – 3 3B Support the thesis by using historical evidence in an organized, cohesive way. – 5 3C -- Support the thesis with evidence from all, or all but one, of the documents. Learning Goal 3D Support the thesis with analysis of historical examples outside the documents. – 3E Connect historical themes relevant to your argument to broader events or processes (contextualization). – 2.5 4 reflects success on some but not all Level 3 learning targets. Student’s performance A level 2 document-based question fails to meet the learning goal in two areas: 2A - Thesis 2B - Organization 2 3 2C - Use of documents as evidence 2D - Use of historical examples and evidence outside the documents 2E - Attempts to connect historical themes to broader events and processes 1.5 2 reflects success on some but not all Level 2 learning targets. Student’s performance 1 1 reflects insufficient progress towards foundational skills and knowledge. Student’s performance
Topic: Document-Based Question Essays DBQ Score Conversion 4 In addition to meeting the learning goal, the long essay response, distinguishes the historical interpretation from opposing interpretations using prior knowledge or acknowledges that the situation is nuanced and to some degree ambiguous. 7 3.5 Student’s performance meets all of the learning goal and hit some of the Level 4 learning targets. 6 3 Learning Goal Students demonstrate they have the ability to: 3A – State a relevant thesis that addresses all parts of the question. 3B – Support the thesis by using historical evidence in an organized, cohesive way. 3C -- Support the thesis with evidence from all, or all but one, of the documents. 3D – Support the thesis with analysis of historical examples outside the documents. 3E – Connect historical themes relevant to your argument to broader events or processes (contextualization). 5 2.5 Student’s performance reflects success on some but not all Level 3 learning targets. 4 2 A level 2 document-based question fails to meet the learning goal in two areas: 2A - Thesis 2B - Organization 2C - Use of documents as evidence 2D - Use of historical examples and evidence outside the documents 2E - Attempts to connect historical themes to broader events and processes 3 1.5 Student’s performance reflects success on some but not all Level 2 learning targets. 2 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. 1