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Designing Authentic and Engaging Performance Tasks November 3, 2010 presented by Jay McTighe Educational Consultant 6581 River Run Columbia, MD 21044-6066 (410) 531-1610 [email protected]

Designing Authentic and Engaging Performance … Authentic and Engaging Performance Tasks November 3, 2010 presented by Jay McTighe Educational Consultant 6581 River Run Columbia,

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Designing Authentic and Engaging Performance Tasks

November 3, 2010

presented by

Jay McTigheEducational Consultant

6581 River RunColumbia, MD 21044-6066

(410) [email protected]

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 2

Established Goal(s):

Understanding(s): Students will understand that...

Students will know... Students will be able to...

Performance Task(s): Other Evidence:

Stage 2 – Assessment Evidence

Stage 1 – Desired Results

Essential Question(s):

Stage 3 – Learning Plan

U Q

G

S

T OE

LLearning Activities:

K

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 3

•What are the “big ideas”?

• What learning experiences and instruction will enable students to achieve the desired results? How will the design –

• How will students reflect upon and self-assess their learning?

• What relevant goals (e.g., Content Standards, Course or Program Objectives, Learning Outcomes etc.) will this design address?

W = help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)?

H = hook all students and hold their interest?E = equip students, help them experience the key ideas, and explore the issues?R = provide opportunities to rethink and revise their understandings and work?E = allow students to evaluate their work and its implications?T = be tailored (personalized) to the different needs, interests, abilities of learnersO = be organized to maximize initial and sustained engagement as well as effective learning?

• What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to do as a result of such knowledge and skill?

• What provocative questions will foster inquiry, understanding, and transfer of learning?

Understanding(s):

Students will know... Students will be able to...

Performance Task(s): Other Evidence:

Stage 2 – Assessment Evidence

Essential Question(s)::

U Q

G

T OE

LLearning Activities:

•What specific understandings about them are desired? •What misunderstandings are predictable?

• Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals, etc.) will students demonstrate achievement of the desired results?

• Through what authentic performance task(s) will students demonstrate the desired understandings?

• By what criteria will “performances of understanding” be judged?

Stage 3 – Learning Plan

SK

Established Goal(s): GStage 1 – Desired Results

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 4

Sources of Assessment Evidence: Self Assessment

Directions: Usethefollowingscaletorateyour“levelofuse”ofeachofthefollowingassessmenttools(attheclassroom,schoolordistrictlevel).Whatdothesurveyresultssuggest?Whatpatternsdoyounotice?Areyoucollectingappropriateevidenceforallthedesiredresults,oronlythosethatareeasiesttotestandgrade?Isanimportantlearninggoal“fallingthroughthecracks”becauseitisnotbeingassessed?

4 = Frequent Use

3 = Use Sometimes

2 = Occasional Use

1 = Do Not Use

______1.selected-responseformat(e.g.,multiple-choice,true-false)quizzesandtests

______2.written/oralresponsestoacademicprompts(short-answerformat)

______3.performanceassessmenttasks,yielding:

____extendedwrittenproducts(e.g.,essays,labreports)

____visualproducts(e.g.,PowerPointshow,mural)

____oralperformances(e.g.,oralreport,foreignlanguagedialogues)

____demonstrations(e.g.,skillperformanceinphysicaleducation)

______4.long-term,“authentic”projects(e.g.,seniorexhibition)

______5.portfolios-collectionsofstudentworkovertime

______6.reflectivejournalsorlearninglogs

______7.informal,on-goingobservationsofstudents

______8.formalobservationsofstudentsusingobservableindicatorsorcriterionlist

______9.interviewswithstudents

______10.studentself-assessments

______11.peerreviewsandpeerresponsegroups

______Other:_____________________________________________________

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 5

A Collection of Assessment Evidence (example - unit on the novel, Catcher in the Rye - high school)

What’s Wrong with Holden? – You are a member of an advisory committee to the hospital where Holden Caulfield is telling his story. After a close reading and discussion of Holden’s account of the events of the preceding December, your task is to write: 1) a summary report for the hospital; OR 2) a letter to Holden’s parents explaining what is wrong with Holden. You should prepare for a meeting with the parents to explain and justify your analysis of Caulfield’s behavior.

1. Essay - “He was the kind of phony that have to give themselves room when they answer someone’s question...” Students will write to explain Holden’s concern for authenticity.

2. Letter - Each student will write a one-page letter describing Holden from the point of view of another character in the novel.

3. Quizzes - 3 quizzes on plot details during the course of the unit4. Journal - students respond in their journals at the end of each reading

assignment to two questions: 1) what is the most important thing you learn about Holden in this section of the novel? 2) what is the most important unanswered question about Holden at this

point in the novel? The final journal entry is a reflection guided by two questions: 1) What changed for you in the way you saw Holden as you read the book? 2) If you were to teach this novel to next year’s students, what would you do to ensure they really understand the novel (rather than simply reading it)?

Performance Tasks:

Other Evidence:(e.g., tests, quizzes, prompts, work samples, observations, etc.)

T

OE

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 6

Performance Tasks:

Other Evidence:(e.g., tests, quizzes, prompts, work samples, observations, etc.)

You Are What You Eat – Students create an illustrated brochure to teach younger children about the importance of good nutrition for healthful living.

Camp Menu – Students develop a 3-day menu for meals and snacks for an upcoming Outdoor Education camp experience. They write a letter to the camp director to explain why their menu should be selected (by showing that it meets the USDA Food Pyramid recommendations, yet tasty enough for the students).

Quiz - the food groups and the USDA Food Pyramid

Skill Check - reading nutrition information on food labels

Prompt - Describe two health problems that could arise as a result of poor nutrition and explain how these could be avoided.

Self assessment - • To what extent are you a “healthy” eater? • What could you do to become more of one?

A Collection of Assessment Evidence (example - unit on Nutrition - grades 5-6)

T

OE

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 7

A Collection of Assessment Evidence Topic: __________________________

Performance Tasks:

Other Evidence:(e.g., tests, quizzes, prompts, work samples, observations, etc.)

T

OE

SA

Student Self-Assessment and Reflection:

Alignment: The Logic of “Backward Design”(What do the Understandings imply for assessment?)

templateresourcesStage 3 Understanding by Design Intro Stage 1 Stage 2

©2003 ASCD and Grant Wiggins & Jay McTighe page 8

templateresourcesStage 3 Intro Stage 1 Stage 2

so, t

he a

sses

smen

ts n

eed

to in

clud

e so

me

thin

gs li

ke...

Stag

e 1

then

, you

nee

d ev

iden

ce o

f th

e st

uden

t’s a

bilit

y to

...

Stag

e 2

If th

e de

sire

d re

sult

is f

or le

arne

rs to

...

and

thou

ghtf

ully

co

nsid

er th

e qu

estio

n(s)

...

unde

rsta

nd th

at:

TOE

U Q

• Who

is a

tru

e fr

iend

?• W

hat

mak

es a

fri

end-

ship

last

?

• Fri

ends

hip

dem

ands

hon

-es

ty a

nd o

penn

ess.

• Tru

e fr

iend

ship

is o

ten

reve

aled

dur

ing

hard

ti

mes

, not

hap

py t

imes

.• I

t is

som

etim

es h

ard

to

kno

w wh

o yo

ur t

rue

frie

nds

real

ly a

re.

APP

LY:

Wha

t ap

plic

atio

ns w

ould

en

able

us

to in

fer

stud

ent

un

ders

tand

ing

of w

hat

they

ha

ve le

arne

d?

Wha

t ki

nds

of p

erfo

rman

ces

and/

or p

rodu

cts,

if d

one

well,

wo

uld

prov

ide

valid

way

s of

di

stin

guis

hing

bet

ween

und

er-

stan

ding

and

mer

e re

call?

EXPL

AIN

: W

hat

mus

t st

uden

ts b

e ab

le t

o ex

plai

n, ju

stif

y,

supp

ort,

or

answ

er a

bout

th

eir

work

for

us

to in

fer

genu

ine

unde

rsta

ndin

g?

How

can

we

“tes

t” t

heir

id

eas

and

appl

icat

ions

to

find

out

if t

hey

real

ly

unde

rsta

nd w

hat

they

hav

e sa

id/d

one?

• O

rder

a F

rien

d: O

rder

a “t

rue”

fri

end

over

the

pho

ne f

rom

a f

rien

dshi

p

cata

log.

Wha

t qu

alit

ies

shou

ld y

our

frie

nd h

ave?

• D

ear

Abb

y: G

ive

advi

ce in

a c

ase

wher

e a

child

tol

d a

“whi

te li

e” t

o av

oid

emba

r-ra

ssin

g hi

s/he

r fr

iend

.

• D

evel

op a

n in

form

ativ

e b

roch

ure

for

youn

ger

stud

ents

to

help

the

m k

now

who

thei

r tr

ue f

rien

ds a

re.

• Cr

eate

a c

omic

str

ip/b

ook

to il

lust

rate

fr

iend

ship

act

ions

.

• Te

ll or

dra

w a

stor

y sh

owin

g wh

at

hap

pens

whe

n tw

o fr

iend

s do

n’t s

ee

ey

e to

eye

.

• Ex

plai

n yo

ur c

hoic

es t

o th

e sa

lesp

erso

n

(for

the

Ord

er a

Fri

end

task

)

• Ex

plai

n wh

o yo

ur f

rien

ds a

re a

nd w

hy

they

are

you

r fr

iend

s.

• D

escr

ibe

the

qual

itie

s of

a “t

rue

frie

nd”.

Just

ify

the

qual

itie

s yo

u se

lect

ed.

• Re

spon

d to

quo

tes

abou

t fr

iend

ship

; e.g

., “A

fri

end

in n

eed

is a

fri

end

inde

ed.”

“T

he e

nem

y of

my

enem

y is

my

frie

nd.”

T

Alignment: The Logic of “Backward Design”(What do the Understandings imply for assessment?)

templateresourcesStage 3 Understanding by Design Intro Stage 1 Stage 2

©2003 ASCD and Grant Wiggins & Jay McTighe page 9

templateresourcesStage 3 Intro Stage 1 Stage 2

so, t

he a

sses

smen

ts n

eed

to in

clud

e so

me

thin

gs li

ke...

Stag

e 1

then

, you

nee

d ev

iden

ce o

f th

e st

uden

t’s a

bilit

y to

...

Stag

e 2

If th

e de

sire

d re

sult

is f

or le

arne

rs to

...

and

thou

ghtf

ully

co

nsid

er th

e qu

estio

n(s)

...

unde

rsta

nd th

at:

TOE

U Q

• Sta

tist

ical

ana

lysi

s an

d gr

aphi

c di

spla

y of

ten

reve

al p

atte

rns

in d

ata.

• Pat

tern

rec

ogni

tion

en

able

s pr

edic

tion

. •

Infe

renc

es f

rom

dat

a

patt

erns

can

be

plau

sibl

e bu

t in

valid

(as

well

as im

plau

sibl

e bu

t va

lid).

• Cor

rela

tion

doe

s no

t en

sure

cau

salit

y.

APP

LY:

Wha

t ap

plic

atio

ns w

ould

ena

ble

us t

o in

fer

stud

ent

unde

rsta

nd-

ing

of w

hat

they

hav

e le

arne

d?

Wha

t ki

nds

of p

erfo

rman

ces

and/

or p

rodu

cts,

if d

one

well,

wo

uld

prov

ide

valid

way

s of

di

stin

guis

hing

bet

ween

und

er-

stan

ding

and

mer

e re

call?

EXPL

AIN

: W

hat

mus

t st

uden

ts b

e ab

le

to e

xpla

in, j

usti

fy, s

uppo

rt,

or a

nswe

r ab

out

thei

r wo

rk

for

us t

o in

fer

genu

ine

unde

rsta

ndin

g? H

ow c

an

we “t

est”

the

ir id

eas

and

appl

icat

ions

to

find

out

if

they

rea

lly u

nder

stan

d wh

at

they

hav

e sa

id/d

one?

• U

sing

pas

t pe

rfor

man

ces

in t

he

men

’s an

d wo

men

’s m

arat

hon,

pr

edic

t th

e wo

men

’s an

d m

en’s

mar

atho

n ti

mes

for

202

0.•

Char

t va

riou

s sc

enar

ios

for

a

sa

ving

s pr

ogra

m (e

.g.,

for

colle

ge,

re

tire

men

t).

Give

fina

ncia

l adv

ice.

Ex

plai

n th

e im

plau

sibi

lity

of

co

mpo

und

inte

rest

.•

Ana

lyze

the

pas

t 15

yea

rs o

f A

IDS

case

s to

det

erm

ine

the

tren

d.

(Not

e: T

he d

ata

star

t ou

t lo

okin

g lin

ear

but

beco

me

expo

nent

ial.)

• W

rite

an

arti

cle

or a

lett

er

to t

he e

dito

r ab

out

why

the

mar

atho

n an

alys

is is

pla

usib

le

but

inco

rrec

t.• D

evel

op a

bro

chur

e to

wou

ld-b

e in

vest

ors

on w

hy e

arly

sav

ing

with

sm

all a

mou

nts

is b

ette

r th

an la

ter

with

larg

e am

ount

s.• C

reat

e a

grap

hic

disp

lay

with

acc

ompa

nyin

g wr

itte

n

expl

anat

ion

to il

lust

rate

the

ex

pone

ntia

l nat

ure

of A

IDS

case

s.

• Wha

t’s t

he t

rend

?• W

hat

will

happ

en n

ext?

• In

what

way

s ca

n da

ta/

stat

isti

cs “l

ie” a

s we

ll as

re

veal

?

Alignment: The Logic of “Backward Design”(What do the Understandings imply for assessment?)

templateresourcesStage 3 Understanding by Design Intro Stage 1 Stage 2

©2003 ASCD and Grant Wiggins & Jay McTighe page 10

templateresourcesStage 3 Intro Stage 1 Stage 2

so, t

he a

sses

smen

ts n

eed

to in

clud

e so

me

thin

gs li

ke...

Stag

e 1

then

, you

nee

d ev

iden

ce o

f th

e st

uden

t’s a

bilit

y to

...

Stag

e 2

If th

e de

sire

d re

sult

is f

or le

arne

rs to

...

and

thou

ghtf

ully

co

nsid

er th

e qu

estio

n(s)

...

unde

rsta

nd th

at:

TOE

U Q

APP

LY:

Wha

t ap

plic

atio

ns w

ould

ena

ble

us t

o in

fer

stud

ent

unde

rsta

nd-

ing

of w

hat

they

hav

e le

arne

d?

Wha

t ki

nds

of p

erfo

rman

ces

and/

or p

rodu

cts,

if d

one

well,

wo

uld

prov

ide

valid

way

s of

di

stin

guis

hing

bet

ween

und

er-

stan

ding

and

mer

e re

call?

EXPL

AIN

: W

hat

mus

t st

uden

ts b

e ab

le

to e

xpla

in, j

usti

fy, s

uppo

rt,

or a

nswe

r ab

out

thei

r wo

rk

for

us t

o in

fer

genu

ine

unde

rsta

ndin

g? H

ow c

an

we “t

est”

the

ir id

eas

and

appl

icat

ions

to

find

out

if

they

rea

lly u

nder

stan

d wh

at

they

hav

e sa

id/d

one?

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 11

The Six Facets of Understanding

Facet #1 – EXPLANATION

sophisticated and apt explanations and theories, which provide knowledgeable and justified ac-counts of events, actions, and ideas. Why is that so? What explains such events? What accounts for such action? How can we prove it? To what is this connected? How does this work?

Facet #2: – INTERPRETATION:

narratives, translations, metaphors, images, and artistry that provide meaning. What does it mean? Why does it matter? What of it? What does it illustrate or illuminate in human experi-ence? How does it relate to me? What makes sense?

Facet #3 – APPLICATION:

ability to use knowledge effectively in new situations and diverse contexts. How and where can we use this knowledge, skill, process? How should my thinking and action be modified to meet the demands of this particular situation?

Facet #4 – PERSPECTIVE:

critical and insightful points of view. From whose point of view? From which vantage point? What is assumed or tacit that needs to be made explicit and considered? What is justified or war-ranted? Is there adequate evidence? Is it reasonable? What are the strengths and weaknesses of the idea? Is it plausible? What are its limits? So what? What is a novel way to look at this?

Facet #5 – EMPATHY:

the ability to get “inside” another person’s feelings and world view. How does it seem to you? What do they see that I don’t? What do I need to experience if I am to understand? What was the author, artist or performer feeling, seeing, and trying to make me feel and see?

Facet #6 – SELF-KNOWLEDGE:

the wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding. How does who I am shape my views? What are the limits of my understanding? What are my blind spots? What am I prone to misunderstand due to prejudice, habit, style? How do I learn best? What strategies work for me?

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 12

ExplanationWhat is the key idea in ____________________________?What are examples of ____________________________?What are the characteristics/parts of _______________?How did this come about? Why is this so?What caused ______? What are the effects of _________? How might we prove/confirm/justify _________________?How is ____________ connected to _________________?What might happen if _____________________________?What are common misconceptions about _____________?

Interpretation What is the meaning of ____________________________?What are the implications of ________________________?What does ___________ reveal about ________________?How is __________ like ____________ (analogy/metaphor)? How does __________________________ relate to me/us?So what? Why does it matter?

ApplicationHow and when can we use this (knowledge/process)?How is ____________________ applied in the larger world?How might ___________ help us to __________________?How could we use _______ to overcome _______________?

PerspectiveWhat are different points of view about ______________?How might this look from _______________’s perspective?How is _________ similar to/different from ____________?What are other possible reactions to _________________? What are the strengths and weaknesses of ___________?What are the limits of _____________________________? What is the evidence for ___________________________? Is the evidence reliable? sufficient?

EmpathyWhat would it be like to walk in ________________’s shoes?How might ________ feel about _____________________?How might we reach an understanding about ___________?What was _________________ trying to make us feel/see?

Self-KnowledgeHow do I know ___________________________________?What are the limits of my knowledge about ____________?What are my “blind spots” about _____________________?How can I best show ______________________________?How are my views about _______ shaped by ______ (experiences, habits, prejudices, style)? What are my strengths and weaknesses in ____________?

Questioning for Understanding

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 13

expl

ain

dem

onst

rate

deri

ve

desc

ribe

de

sign

ex

hibi

t ex

pres

s in

duce

in

stru

ct

ju

stif

y m

odel

pred

ict

pr

ove

sh

ow

sy

nthe

size

teac

h

in

terp

ret

crea

te a

nalo

gies

cr

itiqu

e do

cum

ent

eval

uate

ill

ustr

ate

judg

e m

ake

sens

e of

m

ake

mea

ning

of

prov

ide

met

apho

rs

read

bet

wee

n th

e lin

es

repr

esen

t te

ll a

stor

y of

tr

ansl

ate

appl

y

adap

t bu

ild

crea

tede

cide

de-b

ugde

sign

ex

hibi

t in

vent

pe

rfor

m

prod

uce

prop

ose

solv

e te

st

use

pers

pect

ive

anal

yze

argu

e co

mpa

re

cont

rast

cr

itici

ze

infe

r

empa

thy

be li

ke

be o

pen

to

belie

ve

cons

ider

im

agin

e re

late

ro

le-p

lay

self

-kno

wle

dge

be a

war

e of

re

aliz

e re

cogn

ize

refle

ct

self

-ass

ess

Per

form

ance

Ver

bsba

sed

on t

he S

ix F

acet

s of

Und

erst

andi

ng

C

onsi

der

the

follo

win

g “p

erfo

rman

ce v

erbs

” w

hen

plan

ning

pos

sibl

e w

ays

in w

hich

stu

dent

s m

ay d

emon

stra

te th

eir

unde

rsta

ndin

g.

(See

the

desi

gn to

ol o

n th

e ne

xt p

age.

)

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 14

Fre

nch

Soci

al S

tudi

es:

Pio

neer

Lif

e

Fri

ends

hip

His

tory

:U

. S. R

evol

utio

nary

W

ar

Mat

hem

atic

s:

Con

ic

sect

ions

Phy

sics

: E

lect

rici

ty

Wri

te le

tters

hom

e de

scri

b-in

g w

hat p

ione

er li

fe is

re

ally

like

vs.

wha

t you

ex

pect

ed.

“Who

are

you

r tr

ue

frie

nds?

Who

are

you

r fa

ir-

wea

ther

fri

ends

?”

Wri

te a

new

spap

er e

dito

rial

in

a 1

777

new

spap

er: W

as

the

brea

k w

ith E

ngla

nd

inev

itabl

e?

Exp

lain

how

slic

ing

a co

ne

prod

uces

all

coni

c se

ctio

ns

and

just

ifies

thei

r al

gebr

aic

form

ulae

.

Dev

elop

a tr

oubl

esho

otin

g gu

ide

for

an e

lect

ric

circ

uit

syst

em.

Exp

lain

the

diff

eren

ce

betw

een

the

vari

ous

form

s of

pas

t ten

se, a

nd w

hen

they

sho

uld

and

shou

ld n

ot

be u

sed.

Com

pare

Fre

nch

vs.

Eng

lish

vers

ions

of

Le

Peti

t P

rinc

e to

det

erm

ine

if/h

ow

lang

uage

influ

ence

s th

e m

eani

ng.

Rea

d an

d in

terp

ret r

eal-

life

jour

nals

and

sto

ries

of

pion

eers

(e.

g., S

arah

Pla

in

and

Tall

) to

infe

r fr

om v

o-ca

bula

ry a

nd im

ages

wha

t lif

e w

as r

eally

like

.

Inte

rpre

t “Sp

ring

” in

Fro

g an

d To

ad A

re F

rien

ds.

Wha

t doe

s th

is e

piso

de

reve

al a

bout

fri

ends

hip?

“Wha

t rea

lly h

appe

ned

at L

exin

gton

?” A

naly

ze

the

text

s an

d in

form

atio

n av

aila

ble

to m

ake

sens

e of

th

e w

ar’s

ope

ning

(fa

cts

vs.

opin

ions

).

Ana

lyze

var

ious

dat

a se

ts

to d

eter

min

e th

e “b

est-

fit”

co

nic

sect

ion

curv

e.

Ass

ume

the

role

of

an

elec

tric

al s

ub-c

ontr

acto

r:

Inte

rpre

t and

ana

lyze

the

wir

ing

draw

ings

for

bui

ld-

ing

a ho

use.

Rol

e pl

ay a

con

vers

atio

n ov

er th

e ph

one

(e.g

., pl

an-

ning

wee

kend

act

iviti

es

for

Fren

ch v

isito

rs to

you

r to

wn)

.

Cre

ate

a m

useu

m e

xhib

it in

w

hich

pho

tos

and

facs

imile

ar

tifac

ts te

ll th

e st

ory

of th

e ha

rdsh

ips

of p

ione

er li

fe.

Plac

e an

ord

er f

or a

“tr

ue

frie

nd”

from

an

imag

inar

y M

ail-

Ord

er F

rien

dshi

p st

ore.

Des

ign

a “w

hisp

er c

ham

-be

r” f

or a

sci

ence

mus

eum

un

der

vari

ous

logi

stic

al

cons

trai

nts,

usi

ng y

our

know

ledg

e of

con

ic s

ec-

tions

. B

uild

a w

orki

ng s

et o

f sw

itche

s fo

r a

mod

el r

ail-

road

layo

ut.

Stag

e a

deba

te b

etw

een

set-

tlers

and

Nat

ive

Am

eric

ans

on th

e ef

fect

s of

wes

tern

se

ttlem

ent.

Rea

d a

Can

adia

n an

d Fr

ench

acc

ount

of

the

Rev

olut

iona

ry W

ar e

ra.

Def

end

or o

ppos

e th

eir

use

as te

achi

ng r

esou

rces

at

a si

mul

ated

sch

ool b

oard

m

eetin

g.

Con

duct

exp

erim

ents

with

fla

shlig

hts,

con

ic s

ectio

n cu

t-ou

ts a

nd s

hado

ws

to

expl

ore

how

con

ic s

ectio

ns

are

form

ed a

nd h

ow th

eir

shap

es v

ary.

AC

or

DC

? A

rgue

the

mer

-its

of

each

type

of

curr

ent

for

vari

ous

user

s.

Dev

elop

a g

uide

con

tain

ing

lists

of

collo

quia

lism

s an

d th

eir

tran

slat

ions

to h

elp

Fren

ch v

isito

rs a

void

mis

un-

ders

tand

ings

.

Wri

te a

lette

r to

rel

ativ

es

“bac

k ea

st”

desc

ribi

ng th

e de

ath

of p

ione

er n

eigh

bors

.

Wri

te o

n es

say

or jo

urna

l en

try

on w

hy s

ome

kids

al

way

s ge

t pic

ked

on a

nd

wha

t it f

eels

like

to b

e th

ose

kids

. W

rite

a s

erie

s of

sim

u-la

ted

lette

rs b

ack

and

fort

h be

twee

n re

lativ

es in

Am

eri-

can

and

Eng

land

dur

ing

the

pre-

Rev

olut

iona

ry w

ar,

war

, and

pos

t-w

ar e

ra.

Cre

ate

an im

agin

ary

diar

y en

try

- “A

day

in th

e lif

e of

an e

lect

ron.

“Why

Lea

ve H

ome?

” W

rite

on

how

you

hav

e fe

lt or

w

ould

fee

l if

you

had

to

leav

e th

e ho

me

you

have

kn

own.

Res

pond

to w

ritin

g pr

ompt

s -

“Do

I kn

ow w

ho

my

true

fri

ends

are

?”

Jour

nal w

ritin

g: “

wha

t w

ould

I fi

ght f

or?”

Kee

p a

log

of y

our

reac

-tio

ns to

Fre

nch

cust

oms.

Topi

cE

xpla

inIn

terp

ret

App

lyE

mpa

thy

Self

-Kno

wle

dge

Pers

pect

ive

Per

form

ance

Tas

k Id

eas

Bas

ed o

n th

e Si

x F

acet

s

How

do

othe

rs v

iew

me

as

a fr

iend

?

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 15

Topi

cE

xpla

inIn

terp

ret

App

lyE

mpa

thy

Self

-Kno

wle

dge

Pers

pect

ive

His

tory

/So

cial

Stu

dies

Mat

hem

atic

s

Eng

lish/

Lan

guag

e A

rts

Art

s

Scie

nce

Prov

ide

conc

eptu

al c

lari

fi-ca

tion

(e.g

., fr

eedo

m c

om-

pare

d to

lice

nse;

mea

ning

of

the

term

, “th

ird

wor

ld”)

.

Lin

k ev

eryd

ay a

ctio

ns a

nd

fact

s to

the

law

s of

phy

sics

, co

ncen

trat

ing

on e

asily

m

isun

ders

tood

asp

ects

(e

.g.,

mas

s co

mpa

red

to

wei

ght)

.

Exp

lain

the

role

of

sile

nce

in m

usic

. D

escr

ibe

why

a p

artic

ular

rh

etor

ical

tech

niqu

e is

ef-

fect

ive

in a

spe

ech.

St

udy

a co

mm

on p

heno

m-

enon

(e.

g., w

eath

er d

ata)

. R

evea

l sub

tle a

nd e

asily

ov

erlo

oked

pat

tern

s in

the

data

.

Dev

elop

an

oral

his

tory

on

the

sign

ifica

nce

of th

e 19

60’s

usi

ng p

rim

ary

sour

ces,

and

wri

te a

his

tori

-ca

l bio

grap

hy.

Rep

rese

nt f

ear

and

hope

in

a vi

sual

col

lage

or

danc

e.

“Wha

t’s w

rong

with

H

olde

n?”

Mak

e se

nse

of th

e m

ain

char

acte

r in

C

atch

er in

the

Rye

. D

o a

tren

d an

alys

is o

f a

finite

dat

a se

t.

Des

ign

a m

useu

m e

xhib

it on

the

caus

es a

nd e

ffec

ts o

f ea

rly

20th c

entu

ry im

mig

ra-

tion.

Pe

rfor

m a

che

mic

al a

naly

-si

s of

loca

l str

eam

wat

er to

m

onito

r E

PA c

ompl

ianc

e,

and

pres

ent fi

ndin

gs.

Wri

te a

nd p

erfo

rm a

one

-ac

t pla

y on

a s

choo

l iss

ue.

Wha

t mak

es a

“gr

eat

book

”? M

ake

an a

udio

tape

re

view

of

a fa

vori

te b

ook

for

the

scho

ol li

brar

y.

Dev

elop

a n

ew s

tatis

tic f

or

eval

uatin

g th

e va

lue

of a

ba

seba

ll pl

ayer

in k

ey s

itu-

atio

ns.

Com

pare

Bri

tish

and

Fren

ch te

xtbo

oks

acco

unts

of

the

Rev

olut

iona

ry W

ar to

yo

ur te

xtbo

ok a

ccou

nt.

Con

duct

thou

ght e

x-pe

rim

ents

(e.

g., E

inst

ein’

s - W

hat w

ould

the

wor

ld b

e lik

e if

I w

ere

ridi

ng o

n a

beam

of

light

[fr

om ?

).

Cri

tique

thre

e di

ffer

-en

t ver

sion

s of

the

sam

e Sh

akes

pear

e pl

ay (

focu

s on

a

key

scen

e).

Rea

d an

d di

scus

s T

he R

eal

Stor

y of

the

Thr

ee L

ittl

e P

igs

by A

. Wol

f.

Exa

min

e th

e di

ffer

ence

s w

hen

usin

g va

riou

s m

ea-

sure

s (e

.g.,

mea

n, m

edia

n)

for

calc

ulat

ing

grad

es.

Rol

e-pl

ay a

mee

ting

of

the

min

ds (

e.g.

, Tru

man

de

cidi

ng to

dro

p th

e at

omic

bo

mb)

.

Self

-ass

ess

your

invo

lve-

men

t in

clas

s di

scus

sion

s an

d pe

rfor

man

ces,

and

ex

plai

n yo

ur p

atte

rns

of

part

icip

atio

n.

Rea

d an

d di

scus

s pr

emod

-er

n or

dis

cred

ited

scie

ntifi

c w

ritin

gs to

iden

tify

plau

-si

ble

or “

logi

cal”

theo

ries

(g

iven

the

info

rmat

ion

avai

labl

e at

the

time)

.

“Im

agin

e yo

u ar

e Ju

liet

from

Rom

eo a

nd J

ulie

t, an

d co

nsid

er y

our

terr

ible

, fina

l ac

t. W

hat a

re y

ou th

inki

ng

and

feel

ing?

” W

ork

in a

sou

p ki

tche

n,

and

wri

te a

n es

say

on th

e ex

peri

ence

s of

the

hom

e-le

ss a

fter

rea

ding

Cha

rles

D

icke

ns.

Prop

ose

solu

tions

to a

n in

effe

ctiv

e co

oper

ativ

e le

arni

ng a

ctiv

ity b

ased

on

wha

t did

n’t w

ork

in y

our

grou

p.

Kee

p a

log

of th

e dr

ama

clas

s ex

erci

ses

that

dem

and

the

mos

t fro

m y

ou e

mo-

tiona

lly.

Atta

ch a

sel

f-as

sess

men

t to

eac

h pa

per

you

wri

te

refle

ctin

g on

you

r w

ritin

g pr

oces

s.

Dev

elop

a m

athe

mat

ical

re-

sum

e w

ith a

bri

ef d

escr

ip-

tion

of y

our

inte

llect

ual

stre

ngth

s an

d w

eakn

esse

s.

Take

rea

ding

s of

pon

d w

ater

to d

eter

min

e w

heth

er

the

alga

e pr

oble

m is

ser

i-ou

s.

Rea

d F

latl

and

and

a se

t of

lette

rs b

etw

een

mat

hem

ati-

cian

s ex

plai

ning

why

they

fe

ar p

ublis

hing

thei

r fin

ding

s;

wri

te a

refl

ectiv

e es

say

on th

e di

fficu

lty o

f ex

plai

ning

new

id

eas,

eve

n “a

bstr

act”

one

s.

Per

form

ance

Tas

k Id

eas

Bas

ed o

n th

e Si

x F

acet

s

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 16

Generating Assessment Ideas Using the Facets

- ov

erco

me

the

naiv

e or

bia

sed

_

idea

that

...

- se

e fr

om th

e po

ints

of

view

of.

..

- em

path

ize

with

...

- ex

plai

n...

- in

terp

ret..

.

- ap

ply,

by.

..

Stag

e 1

then

, you

nee

d ev

iden

ce o

f th

e st

uden

t’s a

bilit

y to

...so

, the

ass

essm

ents

nee

d to

req

uire

som

ethi

ng li

ke...

Stag

e 2

If th

e de

sire

d re

sult

is f

or le

arne

rs to

...

and

thou

ghtf

ully

co

nsid

er th

e qu

estio

n(s)

...

unde

rsta

nd th

at:

• Pri

ce is

a f

unct

ion

of

supp

ly a

nd d

eman

d.

• Wha

t de

term

ines

ho

w m

uch

som

ethi

ng

cost

s?• W

hat’s

a “g

ood”

pr

ice?

why

sim

ilar

item

s m

ight

com

man

d ve

ry d

iffe

rent

pri

ces

base

d on

su

pply

/dem

and

data

on

pric

es (e

.g.,

chan

ges

in p

rice

s fo

r th

e sa

me

item

ove

r ti

me)

sett

ing

the

righ

t pr

ices

for

item

s to

be

sold

co

mm

odit

ies

have

an

inhe

rent

val

ue o

r fix

ed p

rice

• Con

duct

con

sum

er r

esea

rch

in o

rder

to e

stab

lish

pric

es f

or a

sch

ool

stor

e or

fun

d ra

iser

.

the

influ

ence

of

“sal

e pr

ices

” on

your

bu

ying

hab

its

- re

flect

on.

..

the

inve

ntor

of

a ne

w pr

oduc

t, t

ryin

g to

set

a p

rice

a bu

yer

who

has

been

“tak

en”

buye

rs a

nd s

elle

rs o

f th

e sa

me

com

mod

ity

• Dev

elop

a P

ower

Poi

nt p

rese

ntat

ion

to e

xpla

in fl

uctu

atio

ns in

pri

ces

over

ti

me

(e.g

., fo

r ga

solin

e or

hou

sing

).

• Rol

e pl

ay a

buy

er-s

elle

r ne

goti

atio

n at

a fl

ea m

arke

t, g

arag

e sa

le, o

r on

E-

Bay

to il

lust

rate

dif

fere

nt p

ersp

ec-

tive

s on

pri

ce.

• Pro

vide

an

oral

/wri

tten

exp

lana

tion

of w

hy p

rice

s of

spe

cific

item

s va

ry(e

.g.,

Bean

ie b

abie

s, s

ki li

ft t

icke

ts) a

s a

func

tion

of

supp

ly a

nd d

eman

d.

• Wri

te a

sim

ulat

ed jo

urna

l ent

ry a

s a

(con

sum

er, i

nven

tor,

mer

chan

t, e

tc.)

to r

evea

l his

/her

tho

ught

s an

d fe

elin

gs

rega

rdin

g tr

ansa

ctio

ns.

• Des

crib

e a

spec

ific

case

whe

re y

ou

(or

som

eone

els

e) c

ame

to u

nder

stan

d th

at c

omm

odit

ies

do n

ot h

ave

an

inhe

rent

val

ue o

r fix

ed p

rice

.

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 17

so, t

he a

sses

smen

ts n

eed

to r

equi

re s

omet

hing

like

...

- ov

erco

me

the

naiv

e or

bia

sed

_

idea

that

...

- se

e fr

om th

e po

ints

of

view

of.

..

- em

path

ize

with

...

- ex

plai

n...

- in

terp

ret..

.

- ap

ply,

by.

..

Stag

e 1

then

, you

nee

d ev

iden

ce o

f th

e st

uden

t’s a

bilit

y to

...

Stag

e 2

If th

e de

sire

d re

sult

is f

or le

arne

rs to

...

and

thou

ghtf

ully

co

nsid

er th

e qu

estio

n(s)

...

unde

rsta

nd th

at:

- re

flect

on.

..

Generating Assessment Ideas Using the Facets

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 18

Use the six facets of understanding to generate possible ways in which students might reveal understanding.

Explanation

ApplicationIn

terp

reta

tion

Pers

pect

ive

Self-Knowledge

Brainstorming Assessment Ideas Using the Facets

Em

pathy

• Explain to the class how a battery causes a light bulb to glow.

• Interpret a schematic diagram and predict the outcome.

• Design an electrical circuit to accomplish a specific task.• Troubleshoot a faulty electrical circuit.

• Describe an electron’s experience as it passes through a simple current.

Give a pre-test and a post-test to assess

common misconceptions (e.g., force-concept inventory)

and have students reflect on their deepening understanding.

• Why does the United States use AC instead of DC current? (historical perspective)• What are the strengths of each type?

electriccircuits

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 19

Use the six facets of understanding to generate possible ways in which students might reveal understanding.

DesiredUnderstanding

Explanation

Pers

pect

ive

Self-Knowledge

Brainstorming Assessment Ideas Using the Facets

Em

pathy

ApplicationIn

terp

reta

tion

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 20

Read and respond to text in various genres (literature, non-fiction, technical) through: o Global understanding (the “gist”)o Interpretation (between the lines)o Critical Stanceo Personal Connections

Create oral or written pieces in various genre for various audiences in order to:o Explain (narrative)o Entertain (creative)o Persuade (persuasive)o Help perform a task (technical)o Challenge or change things (satirical)

Listen to various sources (e.g., lecture, radio commercial) for various purposes, including for:o Learningo Enjoymento Performing a tasko Reaching a decision

Create multi-media pieces in various genre for various audiences in order to:o Explain (narrative)o Entertain (creative)o Persuade (persuasive)o Help perform a task (technical)o Challenge or change things (satirical)

Other: ___________________________________

Creating Cornerstone Assessments Tasks:Idea Starters in English/Language Arts

Task Ideas

Developing Performance Tasks

©2010 Jay McTighe and Grant Wiggins page 21

Create a mathematical model/representation ofphysical phenomena (e.g, quantity, distancesize, rate, change).

Data Analysis:o Observe ______________________________ o Collect ______________________________o Measure ______________________________o Record ______________________________o Display ______________________________o Analyze data ___________________________

Make & justify predictions or decisions based on pattern analysis (e.g., What will be the winning time of the women’s marathon in the next two Olympic games?)

Design a physical structure in response to a need or problem (e.g., a 3-dimensional shipping container to maximize volume and safety).

Evaluate mathematical/statistical claims (e.g., “Nine out of ten dentists recommend....”).

Other: __________________________________

_________________________________________

Creating Cornerstone Assessments Tasks:Idea Starters in Mathematics

Task Ideas

Developing Performance Tasks

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Evaluate historical claims or interpretations based on:o Primary source evidenceo Secondary source evidenceo Personal opinion

Critically analyze current events/ issues o Summarize/ compare key pointso Analyze causes and effectso Identify points of view and potential biaso Debate possible courses of action

Make predictions for current or future events or issues based on understanding of historical patterns.

Make informed decisions using critical thinking and understanding of historical patterns.

Act as a responsible citizen in a democracy (e.g., stay informed, study issues, participate in com-munity events, vote).

Other: ___________________________________

_________________________________________

Creating Cornerstone Assessments Tasks:Idea Starters in Social Studies

Task Ideas

Developing Performance Tasks

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Design and conduct an experiment to answer a question or explain phenomena.

Effectively use scientific tools to:o Observeo Collect datao Measure o Record datao Classifyo Draw conclusions

Evaluate scientific claims (e.g., XX brand of paper towels absorbs the most liquid of all the leading brands.)

Critique experimental design or conclusions. (e.g., Chris thinks that Stain Remover B is more effective than A or C.)

Analyze current issues involving science or technology. (e.g., Ethanol is the most cost-effective alternative fuel source.)

Other: __________________________________

_________________________________________

Creating Cornerstone Assessments Tasks:Idea Starters in Science

Task Ideas

Developing Performance Tasks

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Make healthful choices and decisions regard-ing diet, exercise, stress management, alcohol & drug use, etc.

Engage in healthful activities and behaviors to promote wellness throughout one’s life and encourage others to do so.

Create artistic expressions through various forms:o Media (e.g., pastel, photography)o Genre (e.g., jazz music, modern dance)o Styles (e.g., impressionism, cubism)

Create artistic expressions for various audiences and purposes, including to:o Entertain (e.g., tell a story)o Evoke Emotion o Commemorateo Persuadeo Challenge (e.g., the status quo) Respond to artistic expressions through: o Global understanding o Interpretation o Critical Stanceo Personal Connections

Creating Cornerstone Assessments Tasks:Idea Starters in Health and P.E. and the Arts

Task Ideas

Developing Performance Tasks

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TCharacteristics of Performance Tasks

Part 1 - Examine the performance task vignettes on the following pages. What distinguishes these tasks from typical test “items”? What common features or characteristics do these share? List characteristics or features that you observe in the space below.

Part 2 - Share and discuss your observations with members of your group. List the common characteristics or features of the performance tasks you examined.

Task(s)/Vignette(s) Examined Characteristics/Features:

_____________________________ • ______________________________

• ______________________________ _____________________________ • ______________________________

_____________________________ • ______________________________

• ______________________________ _____________________________ • ______________________________

Characteristics/Features:

• ______________________________ • ______________________________

• ______________________________ • ______________________________

• ______________________________ • ______________________________

• ______________________________ • ______________________________

• ______________________________ • ______________________________

• ______________________________ • ______________________________

• ______________________________ • ______________________________

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Performance Task Examples

Hall of Recognition – (Social Studies, Language Arts, grade 4-5) The state has announced the establishment of a Hall of Recognition to honor the contributions of local citizens to their community, the state or the nation. Since you are learning about famous individuals from _____, you have been asked to nominate a candidate who you believe would be worthy of admission to the Hall. Your task is to select and research the life of your chosen individual. Submit a nomination let-ter to the Hall’s selection committee explaining the reasons why your candidate should be includ-ed Hall of Recognition. Be sure to describe his/her accomplishments and the contributions they he/she has made.

Painting a Schoolroom - (Mathematics, grades 7-9) When contractors give us an estimate on repairs, how can we know if the cost is reasonable? You have been asked by the Principal to review a painting contractor’s proposal to determine whether s/he is being overcharged. (Students are given room dimensions and cost figures for materials, labor, and a 20% profit. ) Examine the proposal and write a letter to the Principal providing your evaluation of the proposal. Be sure to show your calculations so that s/he will understand how you arrived at your conclusion.

Mail-Order Friend – (Language Arts, grades K-2) Imagine that you have an opportunity to “order” a friend by telephone from a mail-order catalog. Think about the qualities that you want in a friend. Before you “order” your friend over the telephone, practice asking for three characteristics that you want in a friend and give an ex-ample of each characteristic. Remember to speak clearly and loud enough so that the sales person will know exactly what to send.

Tour Director – (World Languages - Level 2)

You serve on a Welcome Committee to provide tours for new students. Plan a trip to three places (e.g., school, town, mall) in the new student’s target language. Incorporate the following vocabulary: directions (left, right, near, far, next to, etc.), places (e.g., classrooms, cafeteria, gym, library, labs, churches, police and fire stations, schools, restaurants, stores) and transportation (e.g., bus, bike, stairs, escalators, taxi, train, car, elevators). Remember to include a variety of locations, directions, and forms of transportation on your “trips.” Keep sentences simple and narrate in the target language.

Spot Remover – (Science, middle school)

Chris wants to decide which of two spot removers is best. First, he tried Spot Remover A on a T-shirt that had fruit stains and chocolate stains. Next, he he tried Spot Remover B on jeans that had grass stains and rust stains. Then he compared the results. Explain what did Chris do wrong that will make it hard for him to know which spot remover is best. Redesign the experiment to help him determine the best spot remover.

Developing Performance Tasks

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Goal:• The goal (within the scenario) is to minimize costs for shipping

bulk quantities of M&Ms.

Role:• You are an engineer in the packaging department of the M&M

Candy Company.

Audience:• The target audience is non-engineer company executives.

Situation:• You need to convince penny-pinching company officers that your

container design will provide cost-effective use of the given materials, maximize shipping volume of bulk quantities of M&Ms, and be safe to transport.

Product/Performance and Purpose:• You need to design a shipping container from given materials

for the safe and cost-effective shipping of the M&Ms. Then you will prepare a written proposal in which you include a diagram and show mathematically how your container design provides effective use of the given materials and maximizes the shipping volume of the M&Ms.

Standards & Criteria for Success:• Your container proposal should... - provide cost-effective use of the given materials - maximize shipping volume of bulk quantities of M&Ms - be safe to transport • Your models must make the mathematical case.

Constructing a Performance Task Scenario(G.R.A.S.P.S. - mathematics example)

T

Developing Performance Tasks

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Goal:• Your goal is to help a group of foreign visitors understand the

key historic, geographic and economic features of our region.

Role:• You are an intern at the Regional Office of Tourism.

Audience:• The audience is a group of nine foreign visitors (who speak

English).

Situation:• You have been asked to develop a plan, including a budget, for

a four-day tour of the region. Plan your tour so that the visitors are shown sites that best illustrate the key historical, geographic and economic features of our region.

Product/Performance and Purpose:• You need to prepare a written tour itinerary and a budget for

the trip. You should include an explanation of why each site was selected and how it will help the visitors understand the key historic, geographic and economic features of our region. Include a map tracing the route for the tour.

[Optional: Provide a budget for the trip.]*

Standards & Criteria for Success:• Your proposed tour plan needs to include... - an itinerary and route map - the key historical, geographic and economic features of the region - a clear rationale for the selected sites *- accurate and complete budget figures

Constructing a Performance Task Scenario(G.R.A.S.P.S. - social studies example)

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Constructing a Performance Task Scenario(G.R.A.S.P.S.)

Consider the following set of stem statements as you construct a scenario for a performance task. Refer to the previous idea sheets to help you brainstorm possible scenarios. (Note: These are idea starters. Resist the urge to fill in all of the blanks.)

Goal : • Your task is _______________________________________________________________________

• The goal is to ______________________________________________________________________

• The problem/challenge is _____________________________________________________________

• The obstacle(s) to overcome is (are) ____________________________________________________

Role: • You are __________________________________________________________________________

• You have been asked to ______________________________________________________________

• Your job is _______________________________________________________________________

Audience: • Your client(s) is (are) _______________________________________________________________

• The target audience is ______________________________________________________________

• You need to convince _______________________________________________________________

Situation: • The context you find yourself in is _____________________________________________________

• The challenge involves dealing with ____________________________________________________

Product/Performance and Purpose: • You will create a ___________________________________________________________________

in order to ________________________________________________________________________

• You need to develop ________________________________________________________________

so that ___________________________________________________________________________

Standards & Criteria for Success: • Your performance needs to ___________________________________________________________

• Your work will be judged by __________________________________________________________

• Your product must meet the following standards __________________________________________

• A successful result will ______________________________________________________________

T

Developing Performance Tasks

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___ actor ___ advertiser___ anthropologist ___ artist/illustrator ___ astronaut ___ author ___ biographer ___ board member___ boss___ boy/girl scout ___ businessperson___ candidate___ carpenter ___ cartoon character ___ cartoonist___ caterer ___ celebrity ___ chairperson ___ chef___ choreographer ___ CEO___ coach ___ community members___ composer___ clients/customer___ construction worker___ dancer___ designer ___ detective ___ doctor ___ editor ___ elected official___ embassy staff ___ engineer___ ethnographer

___ photographer___ pilot___ playwright___ poet___ policeman/ woman___ pollster___ radio listener___ reader ___ reporter___ researcher___ reviewer___ sailor___ school official___ scientist___ ship’s captain ___ social scientist___ social worker___ statistician___ storyteller___ student ___ taxi driver___ teacher___ t.v. viewer___ tour guide ___ trainer___ travel agent___ traveler___ t.v./movie character___ tutor___ viewer___ visitor ___ web designer___ zoo keeperOther: _________

Possible STUDENT ROLES and AUDIENCES

___ expert (in ________)___ eye witness___ family member___ farmer ___ filmmaker ___ firefighter ___ forest ranger ___ friend___ geographer___ geologist___ government official___ historian___ historical figure___ illustrator ___ intern ___ interviewer ___ inventor ___ judge___ jury___ lawyer ___ library patron ___ literary critic___ lobbyist___ meteorologist___ museum director/ curator___ museum goer___ neighbor___ newscaster___ novelist___ nurse___ nutritionist___ panelist___ parent___ park ranger___ pen pal

KEY: ROLES = R and AUDIENCES = A

Developing Performance Tasks

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❍ advertisement ❍ biography❍ blog❍ book report/review ❍ brochure ❍ crossword puzzle❍ editorial❍ essay❍ field guide❍ historical fiction❍ journal❍ lab report ❍ letter❍ log❍ magazine article❍ memo ❍ newscast❍ newspaper article❍ play❍ poem❍ position paper/ policy brief❍ proposal ❍ research report❍ screen play❍ script❍ story❍ test❍ Tweet

Written Oral Visual

❍ audiotape❍ conversation❍ debate❍ discussion❍ dramatization❍ dramatic reading❍ infomercial❍ interview❍ radio script ❍ oral presentation❍ oral report❍ poetry reading❍ podcast❍ puppet show ❍ rap ❍ skit❍ speech ❍ song ❍ teach a lesson

❍ advertisement❍ banner❍ book/CD cover❍ cartoon❍ collage❍ computer graphic❍ data display❍ design❍ diagram❍ display❍ drawing❍ Face Book/My Space page❍ flowchart❍ flyer❍ game❍ graph❍ map❍ model ❍ Power Point show ❍ photograph(s) ❍ questionnaire ❍ painting ❍ poster ❍ scrapbook ❍ sculpture ❍ storyboard❍ videotape❍ web site

❍ other: _______________❍ other: _______________

Possible Products and PerformancesWhat student product(s) and/or performance(s) will provide appropriate evidence of understanding and/or proficiency? The following lists offer possibilities. (Remember that student products and performances should be framed by an explicit purpose or goal and an identified audience.)

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The following differentiation variables could be considered when designing learning and performance tasks. The desired results, nature and needs of the students, the teacher’s style, available resources (time, supplies, equipment, funds) and classroom feasibility.

Student Choice – To what extent will students have choices regarding the following? ❍ task topic ❍ task activities ❍ process for completing task ❍ product(s)/performance(s) ❍ audience(s)

Access to Resources – Will all resources needed (information, supplies, equipment) be provided? To what extent will students be expected to gather information, provide their own supplies/equipment, etc.? ❍ all necessary information/ resources provided ❍ other: ______________ Performance Mode – How will students work? ❍ individually ❍ pair/group (optional) ❍ pair/group (required)

Audience(s) for Student Product(s)/Performance(s) – To whom will students present their products and performances? ❍ teacher ❍ other school staff ❍ expert(s) ❍ parents/community ❍ peers (in class) ❍ other students ❍ other: ________________

Time Frame – How long will students be involved in this task? Include time for pre-sentations and evaluations. ❍ 1 – 2 class periods ❍ 3 – 5 periods ❍ other: ________________

Degree of Scaffolding – To what degree will students be provided with instructional support (scaffolding) as they work on the task? ❍ no support ❍ some support, as needed ❍ extensive support Evaluation of Student Product(s)/Performance(s) – Who will be involved in evaluat-ing student products and performances? ❍ teacher ❍ other staff ❍ expert judge(s) ❍ external scorers ❍ student (self evaluation) ❍ peers ❍ other: ________________

Differentiation Variables

Developing Performance Tasks

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Allowing Student Choice in Products

The following Tic-Tac-Toe Chart offers a practical technique for allowing appropriate student choice regarding the product(s) and/or performance(s). The teacher may structure the options while allowing students to choose from the various columns.

Product Tic-Tac-Toe Chart

FREECHOICE

ILLUSTRATEDBROCHURE

COMICSTRIP

LETTER ROLE PLAY

ESSAY

RADIOSCRIPT

POSTER ORALREPORT

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By which primary criteria will student products/performances be evaluated?

What content standard(s)/understanding(s) will be assessed through this task?

What student products/performances will provide evidence of desired understanding/proficiency?

Through what authentic performance task(s) will students demonstrate understanding/proficiency?

Task Overview (GRASPS)

What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics? What qualities must student products/performances demonstrate to reveal understanding/proficiency?

By which secondary criteria will student products/performances be evaluated?

•illustrated brochure

• understanding of a balanced diet• nutritionally sound meal plan

• neat and effective illustrations • correct spelling/grammar

Since we have been learning about nutrition, you have been asked to help other students your age learn about healthful eating. Your task is to prepare an illustrated brochure to help them to under-stand what a “balanced diet” is. Present two examples of nutrition-ally-balanced meals and explain why they reflect healthful eating. Describe and show three potential health problems that might arise as a result of poor eating choices. Explain how these prob-lems could be avoided by following a proper diet.

Students will demonstrate an understanding of a balanced diet.

Performance Task Blueprint

• effective explanation of balanced diet• examples accurately illustrate nutritionally sound meals• examples correctly show potential health problems

Developing Performance Tasks

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Steps in Designing a Draft Performance TaskA variety of worksheets have been provided to assist in the design of performance assessment tasks to provide evidence of student understanding. The following process illustrates a sequence for using the various UbD worksheets to develop a draft task.

1. Consider evidence needed to demonstrate understanding by using one or more of the following worksheets:

• What Does the Understanding Imply? • What Does the Standard Imply for Assessment? • Collecting Sufficient Evidence for Meeting Standards • Designing with Misunderstanding in Mind

Consider Needed Evidence

Brainstorm Evidence of Understanding

Using the Six Facets

2. Refine your ideas by using one or more of the Facets worksheets to brainstorm ideas for performance tasks to provide evidence of understanding:

• Transforming Understandings into Possible Performances • Performance Verbs based on the Six Facets • Brainstorming Assessment Ideas via the Facets • Assessing Understanding - Facets Worksheet • What do the Standards (and Facets) Imply for the Assess-

ments?

3. More fully develop the performance task scenario by using the Task Frames and G.R.A.S.P.S. worksheet:

• Constructing a Performance Task Scenario (G.R.A.S.P.S.)

4. Flesh out the performance task components - the targeted stan-dard/understanding, implied criteria, task scenario, product(s)/performances(s), and evaluative criteria - using:

• Performance Task Blueprint

5. Check for task validity and alignment among the task components by using the:

• Assessment Task Blueprint: Validity Check

6. Consider the most appropriate criteria based on the targeted under-standing and the product/performance:

• Criteria: Naive vs. Sophisticated Understanding • Criteria & Rubric Ideas

7. Develop one or more scoring rubrics using: • An Analytic Scoring Rubric • Examples from The Assessment Wizard

Revise as appropriate following peer review and field testing.

Frame Task Scenario using G.R.A.S.P.S.

Complete the Performance Task

Blueprint

Develop Scoring Rubric(s)

Consider the Most Appropriate Criteria

Check for Validity and Alignment

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CRITERIA1. The performance task will yield appropriate evidence of the targeted standard(s)/understanding(s); i.e., the task is not likely to be performed well without a clear understanding of what is being assessed.

2. The task involves a complex, real-world (i.e., “authentic”) application of knowledge and skills.

3. The task(s) is/are contextualized; i.e., written in the G.R.A.S.P.S. form.

4. The task directions for students are clear.

5. The task(s) require(s) explanation and/or support – not just an answer.

6. The scoring rubric(s) include(s) distinct traits of understand-ing and successful performance based on the targeted standard(s)/understanding(s); i.e., criteria do not simply focus on surface features of a product or performance. Optional: 7. The task allows students to demonstrate their understanding/proficiency with some appropriate choice/variety (e.g., of products or performances).

8. The task incorporates appropriate use of technology.

9. The task effectively integrates two or more subject areas.

10 Other: _______________________________________________

_________________________________________________________

Performance Task Review Criteria

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

KEY TO RATINGS: 3 = extensively 2 = somewhat 1 = not yet