{{

Authentic Authentic Performance Performance

TasksTasksAn OverviewAn Overview

What are Performance Assessments?“A collection of several standards-based tasks that

progressively develop and reveal student understanding of the

standards.”

Why are Performance Assessments valuable?

Inquiry Based Learning

Big Ideas

Authentic Purpose

Real World Purpose

Why are Performance Assessments valuable?

Learning Progressions

Bloom’s Taxonomy

Why are Performance Assessments valuable?

Aligned to Curriculum& Standards

Why are Performance Assessments valuable?

Assessment

How do I create Performance Assessments?

1. Write an Engaging Scenario 2. Design 3 – 4 Performance

Tasks

3. Create a Scoring Guide for each

Performance Tasks

1. Write an Engaging Scenario

• Set a relevant, real-world context for learning unwrapped standards (a current Situation)• Offer the students a Challenge to meet• Define the Role(s) the student will assume• Identify the Audience (preferably external)• Specify the Product/Performance that will be demonstrated or created

SCRAP

ituation

hallenge

ole

udience

roduct

During dinner last night, your mom announces that her company is expanding and has offered her a significant salary increase to move and work in the offices located in China. Knowing how much you love studying social studies, your mom asks you to investigate the benefits and drawbacks of the two governments (American democracy and Chinese communism). She would like you to determine whether the family should relocate to China or remain in the United States, then write a formal paper stating your point of view supported with a counter-argument, reasoning, evidence, and citations. Your mom wants to reference your paper in her meeting with her boss as she provides her decision.

ROLE ExamplesAdvertisingApplicantArchitectArtistAthleteAutobiographerBiographerBusiness PersonCampaign WorkerCartographerCartoonistBook/Movie Charac.

InventorJournalistJudgeJury MemberLawyerMusicianNewscasterParentPhotographerPhotojournalistPlaywrightPoet

Police OfficerReporterResearcherSet DesignerSoftware DeveloperSpeech WriterStock BrokerTextbook PublisherTour GuideTravel Agent

ChefCitizenCollectorConsumerContractorDetectiveEditorEngineerExecutiveFamous PersonFood Critic

PRODUCT & PERFORMANCE ExamplesAdvertising CampaignAnthemAnthologiesAutobiographyBrochureBusiness LetterDebateDesigns for ExperimentsDioramaEcosystemEulogyFableFashion ShowFilm ReviewFood CritiqueFriendly LetterGraphsInventionsJournals

Judge’s DecisionLab ReportLawyer’s ArgumentMapsObservation LogPanel DiscussionPersonal NarrativePersuasive LetterModelsMovie or Short FilmMuseum ExhibitNewspaper

PowerPoint PresentationPrequelProposalPuppet ShowQuiltReaction PaperScrapbookSculptureShort StorySymphonyTechnical ManualTravel JournalsWebsite

Physical Physical Education/Health Education/Health Scenario ExampleScenario Example

You have just been hired as one of the athletic trainers from the United States Olympic Training Center. You specialize in educating young athletes about the proper training of specific muscles and the proper techniques for the prevention of injury. You’re job is to produce a video that would be shown to all Olympic Athletes on a yearly basis to raise awareness about muscle injury and how to prevent it.

Physical Education Physical Education Scenario: TeamworkScenario: Teamwork

You are a general manager of a NBA, MLB, or NFL team working to select your team of players. You will make a presentation to the owner of your team that validates the players drafted and a detailed rationale explaining why each player would give you the best opportunity to win a championship. The owner will evaluate the players you have assessed and either accept or deny your suggestion.

Music Engaging Music Engaging Scenario Scenario

The director of a computer company has developed a new computer game called “Roller Coaster Fanatic.” The director has selected you to create and compose an original theme song about the feelings a person would have while riding a roller coaster. After creating the theme song, you will perform it for the director and his colleagues. They will be looking to see that it demonstrates your understanding of how melodic line, rhythm, dynamics, and tempo are used create feeling. The director will evaluate your work and decide if it will be used in the computer game.

Music Engaging Music Engaging ScenarioScenario

You are a composer who works on commission. A local car dealership has decided to produce a commercial for a new line of sports cars. The owner of the dealership is considering hiring you to create the music for this commercial. You will create an original melody for individual voice or the instrument of your choice. As you compose your melody, you must include a melodic line, a variety of rhythms, form, and expressive qualities. In order to be hired, you must perform your composition for the owner of the dealership.

Art Engaging ScenarioArt Engaging Scenario A publishing company wants to hire you as an illustrator

to create a realistic drawing or painting for the front cover of a new vegetarian cookbook. As an artist, you are interested in being hired for this job. In order to be considered, you must create a still life illustration from observation using the following guidelines.

Using the elements of form, color, value, space, and implied line you will create a still life illustration of an arrangement of at least three fruits and/or vegetables. Your still life illustration will also be evaluated on your use of the principles of organization: contrast, emphasis and proportion. The editor has asked that you not use any text with or on your drawing or painting.

The art editor of the publishing company will review and evaluate your still life illustration and make a decision if it will be used on the cover of the magazine.

2. Design 3-4 Performance Tasks

• Reflect priority/supporting standards and essential questions/big ideas

• Directly align to “unwrapped skills” and level of rigor• Describe in detail, explicit, step-by-step directions • Relate in a cohesive manner to the task before and after it• Progress to a higher level of Bloom’s

Taxonomy as student understanding of concepts and skills are revealed

Task 1 Examples(recognize, list, describe)

Task 2 Examples(interpret, summarize, compare)

DrawIdentifyLocateSelectLabelOutlineListOutlineDiscuss

InferEstimateMatchRelateCategorizeCompareExamineSortCombinePredictEstablishParaphraseOutline

FindRecordStateConfirmExplainDescribeDiscussHighlight

Task 3 Examples(apply, analyze, model)

Task 4 Examples(evaluate, justify, create)

ApplyAnalyzeModelSketchInvestigatePlanHypothesizeUseIllustrateClassifyArrangeModify

DesignInventOriginateJustifyConstructEvaluateRecommend

AppraiseDistinguishAdvertiseExperimentDifferentiate

DeviseGenerateFormulateCritiqueCriticizeAppraiseCompose

3. Create a Scoring Guide for each Task• Use specific, observable, and measurable criteria in a

language that is easily understood by all• Match criteria directly to what the task requires and reflect on the students’ degree of proficiency relative to the priority/ supporting standards• Can use either qualitative or quantitative rubrics• Begin by defining criteria for Proficient first, then Advanced, Progressing and Beginning

Qualitative VS. Quantitative Criteria

Qualitative CriteriaQualitative CriteriaTask 1: After reading the three articles, create a chart listing the benefits and drawbacks of American Democracy and Chinese Communism. Be sure to examine the social, political and economic aspects for both.

Advanced (4) - Can differentiate between social, political and economic aspects of

government; Identifies benefits and drawbacks for all three aspects

of both governments; Can distinguish between opinion and factProficient (3) – Can accurately differentiate between social, political AND economic

aspects of government; Identifies benefits and drawback for all three

aspects of both governmentsProgressing (2) – Can accurately differentiate between two of the three aspects of

government; Identifies benefits and drawbacks for two of the three

aspects of both governments Beginning (1) – Can accurately differentiate between one of the three aspects of

government; Identifies benefits and drawbacks for one of the three

aspects of both governments

Quantitative CriteriaQuantitative CriteriaTask 3: Devise an effective opening paragraph that contains a thesis statement, background information about your topic and asserts your point of view. Write a paragraph identifying a potential counter-argument to your decision. Support your counter-argument with reasoning. 

Opening paragraph contains a thesis statement and background infoConcluding paragraph summarizes points and is grounded in logicSpells all words correctlyUses grammar, punctuation, and capitalization correctlyUses appropriate and precise vocabulary to best support argument. Advanced (4) – Meets all five requirements aboveProficient (3) – Meets four of the requirements aboveProgressing (2) – Meets at least three of the requirements aboveBeginning (1) – Meets at least two of the requirements above

Write two paragraphs (one for social, political, and/or economic) to develop your point of view and make a convincing case for that style of government.Write a concluding paragraph to summarize your points that is grounded in logic and not emotion.

How Do Performance Tasks How Do Performance Tasks Differ From Traditional Differ From Traditional Projects?Projects?

• Performance Tasks:• Build on earlier learning• Student directed learning and inquiry based• Real world based• Completed throughout the unit• Used as a formative assessment• Allow for data teaming and instruction adjustment

• Traditional Projects:• Used as a summative assessment• Completed at the end of a unit• No real world context• Unable to check for student understanding until project is completed

Questions?Comments?Concerns?