1 :1 5 -2 :1 5

D e v e lo p in g G lo b a lly F o c u s e d P e r f o rm a n c e

As s e s s m e n t Ta s k s

Asia Society National Education Conference 2010

July 9, 2010

Natasha Borisova, Jennifer Chidsey Pizzo, Tonilee Hanson, Tim Kubik, Don Proffit

Global Competence Mj& Mj

College/Career Readiness Mj

Asia Society Definition Mjof Global Competence Mj

Recommendations for College and MjCareer Readiness: Mj

David MjConley Mj (EPIC) MjAchieve Mj

Workforce Organizations Mj

CCSSO Mj MjEdSteps Mj MjProject Mj

ISSN MjGraduate Mj

Profile Mj

GPS Mj

State Standards Mj 21st Century Skills Mj

Professional Organizations Mj

Curriculum

Frameworks

Units

Assessment Tasks

Formative

Summative

ExpectationsPerformance Outcomes

Graduate Profile

What Do Performance Tasks, ASK?

• Traditional Assessment is One-dimensional response:• reproduced

correctly/incorrectly• Performance Tasks are

Three-dimensional response:• Reproduced

correctly/incorrectly• Used correctly/incorrectly• Applied appropriately

/inappropriately

What Design Challenges do Performance Tasks Raise?

• Tasks have to ask for performances that are relevant to students

• Ultimately, tasks have to use all three dimensions to open spaces for creativity, NOT just reduce all outcomes to one-dimensional checklists

How do Performance Tasks Help Students?

• They define an authentic audience for students rather than simply “gaming the teacher;”

• They define quality while leaving product open to creativity in relationship to meeting the needs of the audience;

• In s u m , they train students for professional success.

ISSN Task Design Prompt

Asia Society Graduation Portfolio System: Task Design Toolkit

Task Idea/Concept:

So in the end I’m asking my students…

(TASK ASK)

1. My idea addresses these GPS Outcomes

Skills:

Content:

…which can be measured using these indicators.

2. Students will have to ask (EQ)…

…to understand (EU),

…and I’ll prompt inquiry by (EE).

3. Students will complete a Summative Assessment

for this task by… …and this addresses the following indicators.

4. Students will prepare Formative Assessments for this task by…

…and this addresses the following indicators.

Example Task

MathWater, WaterHow does this task engage students in a compelling

real world problem?

How does the task scaffold instruction

and use math to understand the

issue?

Prompt:“How can education change to meet

students where they are, today?”

• IF you have web access, go and see:http://21globalleadership.wikispaces.com/

• IF you don’t have a computer, “Turn and Talk” in response to this prompt.

We’ll share a video, a “task ask,” and a little discussion, after you’ve considered this.

3 Key Points about Task Design

• Student choice

• Authentic work

• Presented to a “real” audience

Visit us on the web at:

www.AsiaSociety.org/Education