LAFS.8.RI.3.7

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
General Information
Subject Area: English Language Arts
Grade: 8
Strand: Reading Standards for Informational Text
Idea: Level 2: Basic Application of Skills & Concepts
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: TM , EBSR , MC , GR , SHT , DDHT item(s)
  • Assessed with: LAFS.8.SL.1.2, LAFS.8.SL.1.3
  • Assessment Limits :
    Items must ask about two or more media but may focus on one more than another. Items should not ask general or overarching questions about the different media but should focus on their advantages or disadvantages. Items may rely on multiple stimuli that use alternative media or can simply refer to other media and/or hypothetical sources. Items may ask students to analyze the purpose of a decision to present the information in diverse media.
  • Text Types :
    Items assessing these standards may be used with two or more grade-appropriate informational texts. Texts may vary in complexity.
  • Response Mechanisms :
    The Technology-Enhanced Item Descriptions section on pages 3 and 4 provides a list of Response Mechanisms that may be used to assess these standards (excluding the Editing Task Choice and Editing Task item types). The Sample Response Mechanisms may include, but are not limited to, the examples below.
  • Task Demand and Sample Response Mechanisms :

    Task Demand

    Evaluate one or more advantage and/or disadvantage of using different media to present a topic or idea.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to select an evaluation of the advantages or disadvantages of using the different media and then to select words or phrases from the text to support the evaluation selected.
    • Requires the student to select an evaluation of the advantages of using the different media and then to select an evaluation of the disadvantages.

    Task Demand

    Evaluate one or more advantage and/or disadvantage of using different media to present a topic or idea.

    Sample Response Mechanisms

    EBSR

    • Requires the student to select an evaluation of the advantages or disadvantages of using the different media and then to select words or phrases from the text to support the evaluation selected. 

    Drag-and-Drop Hot Text

    • Requires the student to distinguish between advantages and disadvantages of using different media in table or chart. 

    GRID

    • Requires the student to distinguish between advantages and disadvantages of using different media in a Venn diagram. 

    Table Match

    • Requires the student to complete a table by evaluating the advantages and disadvantages of using different media to present a specific topic or idea.

    Task Demand

    Analyze the purpose of presenting the information in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to select a correct analysis of the purpose of presenting the information in a particular media format and then to select details to support the analysis.
    • Requires the student to select a correct evaluation of the motives behind the decision to present the information in a particular format and then to select details that support the evaluation.
    • Requires the student to select a correct analysis of the purpose of presenting information in a particular format and then to select the motivation for its presentation. 

    EBSR

    • Requires the student to select a correct analysis of the purpose of presenting the information in a particular media format and then to select details to support the analysis.
    • Requires the student to select a correct evaluation of the motives behind the decision to present the information in a particular format and then to select details that support the evaluation.

    Task Demand

    Analyze the purpose of presenting the information in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

    Sample Response Mechanisms

    Multiple Choice

    • Requires the student to select an analysis of the purpose of presenting the information in a particular medium or format.
    • Requires the student to select an evaluation of the motives behind the presentation decision.

    Table Match

    • Requires the student to complete a table by evaluating the purposes and motives behind using different media to present a specific topic or idea.

    Task Demand

    Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning, relevance, and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to identify where irrelevant evidence is introduced.
    • Requires the student to identify a speaker’s argument and then select specific claims that support the argument. 

    EBSR

    • Requires the student to identify a speaker’s argument and then select specific claims that support the argument. 

    Multiple Choice

    • Requires the student to identify a speaker’s argument.
    • Requires the student to select a claim that supports the speaker’s argument.
    • Requires the student to evaluate the soundness of the reasoning, relevance, or sufficiency of the evidence.
    • Requires the student to identify when irrelevant evidence is introduced. 

    Table Match

    • Requires the student to complete a table by matching specific claims within a speaker’s argument to relevant evidence.

Related Courses

This benchmark is part of these courses.
0500020: M/J Personal, Career, and School Development Skills 3 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
0500022: M/J Personal, Career, School Development Skills 3 & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022 (current), 2022 and beyond)
1000000: M/J Intensive Language Arts (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1000010: M/J Intensive Reading 1 (Specifically in versions: 2014 - 2015, 2015 - 2021 (current), 2021 and beyond)
1000020: M/J Intensive Reading and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021 (current), 2021 and beyond)
1001070: M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1001080: M/J Language Arts 3 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1002020: M/J Language Arts 3 Through ESOL (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1002180: M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1007020: M/J Speech and Debate 3 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021 (current), 2021 and beyond)
1008070: M/J Reading 3 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1008080: M/J Reading 3, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1100000: M/J Library Skills/Information Literacy (MC) (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1700060: M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022 (current), 2022 and beyond)
7810013: Access M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1002181: M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1006020: M/J Journalism 3 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1010000: M/J Literacy through Film & Literature (Specifically in versions: 2016 and beyond (current))
1010010: M/J Literacy through World Literature (Specifically in versions: 2016 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
LAFS.8.RI.3.AP.7a: Identify and evaluate advantages of different mediums.
LAFS.8.RI.3.AP.7b: List and evaluate the disadvantages of different mediums.
LAFS.8.RI.3.AP.7c: Evaluate the advantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Formative Assessments

American Gothic’s Many Faces :

The student will analyze different mediums that pertain to the painting American Gothic and the text “American Gothic: A Storied Painting.” The student will evaluate the advantages and disadvantages of using different mediums to present topics. The students will then assess which medium is better to present a particular topic.

Type: Formative Assessment

Evaluating Ancient Writing Systems:

The student will read an informational text and view a video on the same topic. The student will evaluate the advantages and disadvantages of using the different media to present the topic. The student will write a three-paragraph essay evaluating the advantages and disadvantages of using the different mediums to present the topic.

Type: Formative Assessment

Evaluating the Presentations of the Voyage:

While viewing class presentations that integrate multimedia and visual displays, the student will reflect on how the medium of each presentation clarified information or added interest by taking notes on Part A of the handout, The Voyage of All Voyages: Evaluating the Advantages and Disadvantages of Using Different Mediums in Presentations. The student will list the advantages and disadvantages of each medium used (Part B of the handout) while engaging in a class discussion about what mediums created the most effective presentations and conclude with a self-evaluation of the advantages and disadvantages to the medium(s) selected for his or her own presentation (Part C of the handout).

Type: Formative Assessment

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.