Performance Tasks for English Language Arts. Performance Tasks Measure complex assessment targets Demonstrate ability to think and reason Higher-order.

Performance Tasks forEnglish Language Arts

Performance Tasks

• Measure complex assessment targets

• Demonstrate ability to think and reason

• Higher-order skills

• Produce fully developed writing or speeches

• Provide evidence of college and career readiness

Performance Tasks Benefits

• Multiple approaches

• Use real world contexts

• Common language around learning

Limitations of Performance Tasks

• Administration time

• Human scoring

General Guidelines forDeveloping Performance Tasks

• Integrate knowledge and skills

• Measure understanding, research skills, analysis, and the ability to provide relevant evidence

• Require student to plan, write, revise, and edit

• Reflect a real-world task

• Demonstrate knowledge and skills

• Allow for multiple points of view

• Feasible for classroom environment

Combinations of Claims and Targets Measured

• Writing-narrative, research, possibly reading

• Writing-informational/explanatory, research, possibly reading

• Writing-argumentative, research, possibly reading

• Writing-opinions, research, possibly reading

• Speaking, research, reading, listening

General Specifications forPerformance Tasks

• Allowable teacher and peer interactions and group work

• Organization of complex task directions

• Vocabulary

• Simulated Internet access

• Rubrics

Design of Performance Tasks

• Stimulate cognition

• Process information

• Produce extended response

Design of Performance Tasks

• Components of a Performance TaskStimulus

Readings Video clips Audio clips Graphs, charts,

other visuals Research topic/issue/

problem etc.

Information Processing Research questions Comprehension

questions Simulated Internet

search etc.

Product/Performance Essay, report, story,

script Speech with/without

graphics, other media Responses to

embedded constructed response questions.

etc.

Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school. Emphasis on stimuli related to science, history, and social studies.

Parts of Performance Task

• Part 1: Student reads research sources and responds to prompts (Claim 1 or 4)

• Part 2: Student plans, writes, and revises his or her full essay (Claim 2) or plans and delivers a speech (Claim 3)

Test Administration

• Maximum Time Requirements for Performance Tasks

– Grade 3–8: • 105 minutes total

Part 1: 35 min.Part 2: 70 min.

– High School: • 120 minutes total

Part 1: 35-45 min.Part 2: 75-85 min.

Sample Performance Task

Directions

Part 1

Part 2

Scoring Information

• How your essay will be scored: The people scoring your essay will be assigning scores for:

– Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims

– Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay

– Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information

– Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose

– Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling

Grade 6 Sample Performance Task

Scoring Criteria

• Scoring rubrics

• Sample response and scoring notes

Scoring Criteria

Guidelines for Writing Performance Tasks

• Align parts of the task

• Parts build to “full write” or speech

• Develop rubric for each assessment target

• Develop exemplars for each rubric

• Allow multiple approaches