Authentic Performance Tasks

  • View

  • Download

Embed Size (px)


Authentic Performance Tasks. An 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. - PowerPoint PPT Presentation

Text of Authentic Performance Tasks

  • 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 LearningAuthentic PurposeReal World Purpose

  • Why are Performance Assessments valuable?Learning ProgressionsBlooms Taxonomy

  • Why are Performance Assessments valuable?Aligned to Curriculum& Standards

  • Why are Performance Assessments valuable?Assessment

  • How do I create Performance Assessments? Write an Engaging Scenario 2. Design 3 4 Performance Tasks

    3. Create a Scoring Guide for each Performance Tasks

  • 1. Write an Engaging ScenarioSet a relevant, real-world context for learning unwrapped standards (a current Situation)Offer the students a Challenge to meetDefine the Role(s) the student will assumeIdentify the Audience (preferably external)Specify the Product/Performance that will be demonstrated or created

  • SCRAPituationhallengeoleudienceroductDuring 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 Examples

    AdvertisingApplicantArchitectArtistAthleteAutobiographerBiographerBusiness PersonCampaign WorkerCartographerCartoonistBook/Movie Charac.InventorJournalistJudgeJury MemberLawyerMusicianNewscasterParentPhotographerPhotojournalistPlaywrightPoetPolice OfficerReporterResearcherSet DesignerSoftware DeveloperSpeech WriterStock BrokerTextbook PublisherTour GuideTravel Agent

    ChefCitizenCollectorConsumerContractorDetectiveEditorEngineerExecutiveFamous PersonFood Critic


    Advertising CampaignAnthemAnthologiesAutobiographyBrochureBusiness LetterDebateDesigns for ExperimentsDioramaEcosystemEulogyFableFashion ShowFilm ReviewFood CritiqueFriendly LetterGraphsInventionsJournalsJudges DecisionLab ReportLawyers ArgumentMapsObservation LogPanel DiscussionPersonal NarrativePersuasive LetterModelsMovie or Short FilmMuseum ExhibitNewspaperPowerPoint PresentationPrequelProposalPuppet ShowQuiltReaction PaperScrapbookSculptureShort StorySymphonyTechnical ManualTravel JournalsWebsite

  • Physical Education/Health Scenario ExampleYou 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. Youre 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 Scenario: TeamworkYou 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 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 ScenarioYou 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 ScenarioA 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 TasksReflect priority/supporting standards and essential questions/big ideasDirectly align to unwrapped skills and level of rigorDescribe in detail, explicit, step-by-step directions Relate in a cohesive manner to the task before and after itProgress to a higher level of Blooms Taxonomy as student understanding of concepts and skills are revealed

  • Task 1 Examples(recognize, list, describe)

    Task 2 Examples(interpret, summarize, compare)DrawIdentifyLocateSelectLabelOutlineListOutlineDiscuss



  • Task 3 Examples(apply, analyze, model)

    Task 4 Examples(evaluate, justify, create)ApplyAnalyzeModelSketchInvestigatePlanHypothesizeUseIllustrateClassifyArrangeModify


  • 3. Create a Scoring Guide for each TaskUse specific, observable, and measurable criteria in a language that is easily understood by allMatch criteria directly to what the task requires and reflect on the students degree of proficiency relative to the priority/ supporting standardsCan use either qualitative or quantitative rubricsBegin by defining criteria for Proficient first, then Advanced, Progressing and Beginning

  • Qualitative VS. Quantitative Criteria

  • Qualitative 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 ofgovernment; 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 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 info Concluding paragraph summarizes points and is grounded in logic Spells 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 aboveWrite 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 Differ From Traditional Projects?Performance Tasks:Build on earlier learningStudent directed learning and inquiry basedReal world basedCompleted throughout the unitUsed as a formative assessmentAllow for data teaming and instruction adjustment

    Traditional Projects:Used as a summative assessmentCompleted at the end of a unitNo real world contextUnable to check for student understanding until project is completed