Performance Tasks 101

The end is near!

WelcomeSession Goals• Define Performance Tasks• Discuss the benefits of Performance Tasks

(WHY?)• Decide What Makes a Good Performance Task• Discuss How Performance Tasks Can Be Used

With Backward Design

Movie Time

I Choose C• Just as we have standards that can help us determine quality performances In the real world, we have standards that help us determine quality performances in the school world.

• Those quality standards (SOLs) come from both academic standards and from our disciplinary fields.

Performance Task - Definition

• The performance task ask students to apply their learning to a new and authentic situation as means of assessing their understanding and ability to transfer their learning.

*McTighe, J. & Wiggins, G. (2014). Improve Curriculum , Assessment and Instruction Using Understanding By Design Framework. Alexandria: ASCD.

Characteristics of Performance Tasks

• Real World• Cross curricular• Creative( use knowledge to create new product)• Analytical(interpreting and applying info; use

the information)• Take on a different persona/ role• Multi step/ chunking( building process)• Open ended (not cut and dry)• TAKES TIME AND THOUGHT TO PLAN!

As is the case with all worthy performances,designing Performance tasks require STRATEGIC PLANNING.

Is now the beginning?

“To begin with the end in mind means to start with a clear understanding of your destination….so that the steps you take are always in the right direction.” -Stephen R. Covey from The Seven Habits of Highly Effective People.

3 Stages of “Backward“ Design

1. Identify desired results. (Where are we going?) Learning Goals (Including SOLs)

2. Determine acceptable evidence. (How do we know what we’ll need to get there? How will we monitor our progress? How will we know when we’ve “arrived”)

Includes Pre- Assessments/ Summative Assessments

3. Plan learning experiences and instruction. ( How do we actually get there? How can we ensure all get there? ) Includes differentiation

G.R.A.S.P.S.Goal: Provide a statement of the task. Establish the goal, problem, challenge or obstacle in the task.

Role: Define the role of the student in the task. State the job of the student for the task.

Audience: Identify the target audience within the context of the scenario.Example audiences might include a client or a committee.

Situation: Set the context of the scenario. Explain the situation.

Product: Clarify what the student will create and why they will create it.

Standards and Criteria (Indicators): Provide students with a clear pictureof success. Identify specific standards for success. Issue rubrics to the students.

How do my actions affect the world?

Goal• You are to create a presentation, brochure, or informational

paper that explains the current state of the environment and what we can do to help improve it.

Role• You have been hired by The State of Washington as an

environmental consultant.

Audience• State lawmakers who are interested in the current

environmental health of the state.• They want to know what is going on and what they can do to

help.

Situation• You will be providing a general overview of the current

environmental health status of the State of Washington.• Due to cost, politics and environmental concerns they are very

interested in learning more…

Product• A presentation, booklet, or informational paper that included

information about:1. Biomes

• Identify and describe biomes that are found in Washington State• Explain why they are important

2. Needs of People• What do people need? Think about food, living space, energy.• How does this interfere with the environment?

3. Pollution• Identify different types of pollution• Explain why it happens and what we can do to prevent it

4. Biodiversity• What is it? Why is it important?• How can we protect it?

5. Sustainable Future• What can we do to help protect the environment in the future?• What has this class taught you? • Do you view the world differently?

Standards for Success

• You will have a week in class to complete this assignment• This is your final assignment• Follow the Environmental Science Final Rubric

Another Example of a Science Performance Task

Goal: Your task is to design a compound machine using simple machines.Role: You are a famous inventor. Audience: Your clients are buyers for the Global-mart Co. (the class) Situation: The challenge involves creating a new invention to make people’s lives easier.Product, Performance and Purpose:You will create a compound machine by using two or more simple machines. The invention can be a bit silly but must make sense. Create a sketch or model (using Legos, clay, or other items in the classroom) of your invention.Write a brief description of your invention. The paragraph must include the following: name of the invention, names of the simple machines used, how the invention makes your life easier, and where and when this invention would be used.Standards and Criteria for Success:• Your product must meet the following standards/ criteria• Has a detailed sketch or model • Includes two or more simple machines• Paragraph includes: name of the invention, names of the simple machines used, how the

invention makes your life easier, and where and when you would use this compound machine.

• Presentation to the Global-mart Co. (class)

NOW IT’S YOUR TURN• Using a standard you are familiar with or one from the

curriculum framework provided at your table, work in groups of 4 to create a GRASPS for your class. Please be sure to refer back to your handout if you have any questions.

• We will share your ideas in 7 minutes.

A Performance Task That Needs Revision

Pretend you are a scientist studying your favorite animal. Draw that animal and label any adaptations. Include a list of where your animal lives and what it eats.

Talk with your friends about how you can revise this task and make it into a GRAPS for your student. How can you add rigor?

Performance Task RevisedPT REVISED

Goal: You are a zoo keeper and you have just received an animal that is not used to living in your climate. Role: ZookeeperAudience: Animal Welfare CommitteeSituation: Identify the animal, its adaptations to its native environment, and describe how you will modify your animal’s habitat in your zoo so that it can use its special adaptations.Product: You will fill in a chart about the species’ adaptations. Then, create a press release to announce the zoo’s newest family member showcasing its habitat. Standards for Success: Use appropriate vocabularyDesign appropriate habitatDescribe adaptations needed to survive in this habitat

RubricsWhat are they and why are they

important?• A rubric is a coherent set of criteria for students’

work that includes descriptions of levels of performance quality on the criteria.

-How to Create and Use Rubrics by Susan Brookhart

• The main purpose of rubrics is to assess performances.

• Descriptive, not just evaluative• Judgments without descriptions stop the action in

the classroom. -How to Create and Use Rubrics by Susan Brookhart

Creating RubricsStage 1 – Desired Results

Established Goals: Geography and

History

3.1 The student will explain how the contributions of

ancient Greece and Rome have

influenced the present world in

terms of architecture,government (direct and representative democracy), and

sports.3.4 The student will

develop map skills byb) describing the

physical and human characteristics of

Greece, Rome, and West Africa;

c) explaining how the people of Greece, Rome, and West Africa adapted to

and/or changed their environment to meet

their needs.

Name: Ancient Civilizations                                            Content Area: Social Studies                               

Unit Topic:   Ancient Greece/Rome                                                                   Grade Level: Grade 3

Transfer

Students will make informed decisions by learning from positive and negative experiences of the past and present.

Meaning

UNDERSTANDINGS ESSENTIAL QUESTIONS

•People adapt to the physical characteristics of the place in which they live.  •Ancient civilizations made contributions that affect our lives today.

Students will keep considering...•How do the physical characteristics affect how people live?•How do contributions from ancient civilizations affect our lives today?

Acquisition

KNOWLEDGE SKILLS

Students will know... •Definition of contributions, physical characteristics, human characteristics, adaptation, ancient.  •Contributions to our society by ancient civilizations and how they affect our lives (world cultures) of today.•Adaptations people make because of their relationship with their physical surroundings.

Students will be able to... •Analyze and apply how physical characteristics require people to adapt, in ancient times and today. (analyzing/4)•Describe the physical and human characteristics and contributions of ancient civilizations (comprehending/2)•Create a product that shows the relationship between characteristics of ancient civilizations (creating/6)

Creating RubricsStage 2 – EVIDENCE (PERFORMANCE ASSESSMENT)

Rubric Criteria (Categories)

Your work will be scored by you as you self-assess using the given rubric.

Items assessed in task:•Contribution of the Ancient Civilization to the United States with an explanation of importance•Human Character-istics•Physical Characteristics •Visual Representation of Characteristics •Adapting to the physical characteristics of the civilization today

GOAL:  Your task is to design a tour that highlights the characteristics that were important to the society and historical contributions that an ancient civilization gave to the United States. As you prepare, you will create a packing list for the members of your tour.

ROLE:  You are a tour guide.  

AUDIENCE:  Your clients are students on a field trip.

SITUATION: You are choosing an ancient civilization destination and must decide which characteristics were important to the society and contributions to highlight based on interest and influence to the United States.

PERFORMANCE/PRODUCT:Using the planning graphic organizer provided you will create a tour that can take the form of a brochure, itinerary, advertisement, virtual/audio tour, or a teacher-approved option you develop. On the back of your planning graphic organizer, include a packing list for tour members considering how they need to adapt to the physical characteristics to be comfortable there. Please explain to your tour members why the items they should pack are needed for the physical characteristics of your destination.

Creating RubricsCriteria Advanced Proficient Basic Below Basic

Contribution of the Ancient Civilization to the United States

Additional examples of contributions are provided, or the contribution is explained with new, insightful, and thorough detail.

A contribution of the ancient civilization to the United States is listed with a clear explanation of why that contribution is influential.

Contributions of the ancient civilization to the United States are listed, but no explanation is present.

Contributions of the ancient civilization to the United States are incorrectly listed or absent from the presentation.

Human Characteristics Additional examples of human characteristics are provided explaining why the characteristics were important to the civilization

A human characteristic is identified with an explanation of why the characteristic was important to the civilization.

A human characteristic is identified, but no explanation is present.

The human characteristic is incorrectly identified or absent from the presentation.

Physical Characteristics Additional examples of physical characteristics are provided explaining why the characteristics were important to the civilization

A physical characteristic is identified with an explanation of why ]the characteristic was important to the civilization

A physical characteristic is identified , but no explanation is present.

The physical characteristic are incorrectly identified or absent from the presentation.

Visual Representation of Characteristics

Additional visuals that illustrate the characteristics are provided or the visual(s) is/are explained with new, insightful, and thorough detail.

The visual illustrates a characteristic and there is an explanation of why the visual matches the characteristic.

The visual provided illustrates the characteristic, but no explanation is present to explain the connection.

There is no visual for the presentation, or the visual does not represent any characteristic.

Adapting to the physical characteristics of the civilization today

The packing list provided is explained with new, insightful, and thorough detail.

The packing list shows adaptations that students must make today to the physical characteristics of the land.

The packing list is provided, but no explanation is present.

There is no packing list provided or does not support the physical characteristic of the civilization.

Task Name:  Ancient Civilizations Performance TaskCourse: Grade 3 Social Studies

Wrap Up• Review what we learned• Aha’s? Questions?• HAVE a WONDERFUL SUMMER!!!

• A Reminder of why we do what we do….Audri's Rube Goldberg Monster Trap