Authentic Performance Tasks

1. Authentic Performance Tasks An Overview

2. What are Performance Assessments? “A collection of several standards-based tasks that progressively develop and reveal student understanding of the standards.”

3. Why are Performance Assessments valuable? Inquiry Based Learning Authentic Purpose Big Ideas Real World Purpose

4. Why are Performance Assessments valuable? Learning Progressions Bloom’s Taxonomy

5. Why are Performance Assessments valuable? Aligned to Curriculum & Standards

6. Why are Performance Assessments valuable? Assessment

7. How do I create Performance Assessments? • Write an Engaging Scenario • 2. Design 3 – 4 Performance Tasks • 3. Create a Scoring Guide for each • Performance Tasks

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

9. During dinner last night, your mom announces that her company is expanding and has offered her a significant salary increase to move and work in the offices located in China. Knowing how much you love studying social studies, your mom asks you to investigate the benefits and drawbacks of the two governments (American democracy and Chinese communism). She would like you to determine whether the family should relocate to China or remain in the United States, then write a formal paper stating your point of view supported with a counter-argument, reasoning, evidence, and citations. Your mom wants to reference your paper in her meeting with her boss as she provides her decision. S C R A P ituation hallenge ole udience roduct

10. Police Officer Reporter Researcher Set Designer Software Developer Speech Writer Stock Broker Textbook Publisher Tour Guide Travel Agent ROLE Examples Advertising Applicant Architect Artist Athlete Autobiographer Biographer Business Person Campaign Worker Cartographer Cartoonist Book/Movie Charac. Inventor Journalist Judge Jury Member Lawyer Musician Newscaster Parent Photographer Photojournalist Playwright Poet Chef Citizen Collector Consumer Contractor Detective Editor Engineer Executive Famous Person Food Critic

11. PRODUCT & PERFORMANCE Examples Advertising Campaign Anthem Anthologies Autobiography Brochure Business Letter Debate Designs for Experiments Diorama Ecosystem Eulogy Fable Fashion Show Film Review Food Critique Friendly Letter Graphs Inventions Journals Judge’s Decision Lab Report Lawyer’s Argument Maps Observation Log Panel Discussion Personal Narrative Persuasive Letter Models Movie or Short Film Museum Exhibit Newspaper PowerPoint Presentation Prequel Proposal Puppet Show Quilt Reaction Paper Scrapbook Sculpture Short Story Symphony Technical Manual Travel Journals Website

12. You have just been hired as one of the athletic trainers from the United States Olympic Training Center. You specialize in educating young athletes about the proper training of specific muscles and the proper techniques for the prevention of injury. You’re job is to produce a video that would be shown to all Olympic Athletes on a yearly basis to raise awareness about muscle injury and how to prevent it. Physical Education/Health Scenario Example

13. You are a general manager of a NBA, MLB, or NFL team working to select your team of players. You will make a presentation to the owner of your team that validates the players drafted and a detailed rationale explaining why each player would give you the best opportunity to win a championship. The owner will evaluate the players you have assessed and either accept or deny your suggestion. Physical Education Scenario: Teamwork

14. The director of a computer company has developed a new computer game called “Roller Coaster Fanatic.” The director has selected you to create and compose an original theme song about the feelings a person would have while riding a roller coaster. After creating the theme song, you will perform it for the director and his colleagues. They will be looking to see that it demonstrates your understanding of how melodic line, rhythm, dynamics, and tempo are used create feeling. The director will evaluate your work and decide if it will be used in the computer game. Music Engaging Scenario

15. You are a composer who works on commission. A local car dealership has decided to produce a commercial for a new line of sports cars. The owner of the dealership is considering hiring you to create the music for this commercial. You will create an original melody for individual voice or the instrument of your choice. As you compose your melody, you must include a melodic line, a variety of rhythms, form, and expressive qualities. In order to be hired, you must perform your composition for the owner of the dealership. Music Engaging Scenario

16. A publishing company wants to hire you as an illustrator to create a realistic drawing or painting for the front cover of a new vegetarian cookbook. As an artist, you are interested in being hired for this job. In order to be considered, you must create a still life illustration from observation using the following guidelines. • Using the elements of form, color, value, space, and implied line you will create a still life illustration of an arrangement of at least three fruits and/or vegetables. Your still life illustration will also be evaluated on your use of the principles of organization: contrast, emphasis and proportion. The editor has asked that you not use any text with or on your drawing or painting. • The art editor of the publishing company will review and evaluate your still life illustration and make a decision if it will be used on the cover of the magazine. Art Engaging Scenario

17. 2. Design 3-4 Performance Tasks • Reflect priority/supporting standards and essential questions/big ideas • Directly align to “unwrapped skills” • and level of rigor • Describe in detail, explicit, • step-by-step directions • Relate in a cohesive manner to the • task before and after it • Progress to a higher level of Bloom’s Taxonomy as student understanding of concepts and skills are revealed

18. Task 1 Examples (recognize, list, describe) Task 2 Examples (interpret, summarize, compare) Find Record State Confirm Explain Describe Discuss Highlight Draw Identify Locate Select Label Outline List Outline Discuss Infer Estimate Match Relate Categorize Compare Examine Sort Combine Predict Establish Paraphrase Outline

19. Task 3 Examples (apply, analyze, model) Task 4 Examples (evaluate, justify, create) Devise Generate Formulate Critique Criticize Appraise Compose Apply Analyze Model Sketch Investigate Plan Hypothesize Use Illustrate Classify Arrange Modify Design Invent Originate Justify Construct Evaluate Recommend Appraise Distinguish Advertise Experiment Differentiate

20. 3. Create a Scoring Guide for each Task • Use specific, observable, and measurable criteria in a • language that is easily understood by all • Match criteria directly to what the task requires and reflect • on the students’ degree of proficiency relative to the priority/ • supporting standards • Can use either qualitative or quantitative rubrics • Begin by defining criteria for Proficient first, then Advanced, • Progressing and Beginning

21. Qualitative VS. Quantitative Criteria

22. Task 1: After reading the three articles, create a chart listing the benefits and drawbacks of American Democracy and Chinese Communism. Be sure to examine the social, political and economic aspects for both. Advanced (4) - Can differentiate between social, political and economic aspects of government; Identifies benefits and drawbacks for all three aspects of both governments; Can distinguish between opinion and fact Proficient (3) – Can accurately differentiate between social, political AND economic aspects of government; Identifies benefits and drawback for all three aspects of both governments Progressing (2) – Can accurately differentiate between two of the three aspects of government; Identifies benefits and drawbacks for two of the three aspects of both governments Beginning (1) – Can accurately differentiate between one of the three aspects of government; Identifies benefits and drawbacks for one of the three aspects of both governments Qualitative Criteria

23. Task 3: Devise an effective opening paragraph that contains a thesis statement, background information about your topic and asserts your point of view. Write a paragraph identifying a potential counter-argument to your decision. Support your counter-argument with reasoning. Write two paragraphs (one for social, political, and/or economic) to develop your point of view and make a convincing case for that style of government. Write a concluding paragraph to summarize your points that is grounded in logic and not emotion. Opening paragraph contains a thesis statement and background infoConcluding paragraph summarizes points and is grounded in logicSpells all words correctly Uses grammar, punctuation, and capitalization correctly Uses appropriate and precise vocabulary to best support argument. Advanced (4) – Meets all five requirements above Proficient (3) – Meets four of the requirements above Progressing (2) – Meets at least three of the requirements above Beginning (1) – Meets at least two of the requirements above Quantitative Criteria

24. Performance Tasks: • Build on earlier learning • Student directed learning and inquiry based • Real world based • Completed throughout the unit • Used as a formative assessment • Allow for data teaming and instruction adjustment • Traditional Projects: • Used as a summative assessment • Completed at the end of a unit • No real world context • Unable to check for student understanding until • project is completed How Do Performance Tasks Differ From Traditional Projects?

25. Questions? Comments? Concerns?