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 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
©2010 Jay McTighe and Grant Wiggins page 24
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:
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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)
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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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Developing Performance Tasks
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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
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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.)
Developing Performance Tasks
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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