Learning Task 2: Performance Assessment & Rubrics: Review, Critique, Redesign

Education 456 S05 - Assessment

February 25th, 2021

Angela Baskerville, Catherine Thompson, Madi White, Colten Wittal, Vanessa Wrighte
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Brief Review of the Performance Task and Rubric

Our group chose a performance assessment task designed for Grade 7 students from the

Alberta Assessment Consortium (2018), entitled Alien Invasion. This performance assessment

task challenges students to record and view their lifestyle habits. Students are asked to record

data regarding their daily food intake, physical activity, and sleep. Students then compare this

data against ‘healthy’ standards. Students summative assessment is based on how they compared

their choices to standards, data analysis, and their goals for improvement. Students detail their

results with graphs of their data and a written report. The rubric outlines criteria used as the basis

of evaluation and is scaled gradually from Excellent to Limited with 4 levels of proficiency

described. Evaluation criteria on the rubric are connected to specific learner outcomes that are

linked to this task. The exercise activates prior lifestyle knowledge and builds on their

understanding of this data. Knowledge of healthy lifestyle choices are important to maintain

good health and promote safety. The conclusions made from this task can be used beyond the

classroom and applied to everyday life.

Critique of Performance Task and Rubric

Newmann et al. (1996) introduces three criteria which make assessments authentic and

intellectual. These criteria include construction of knowledge, disciplined inquiry, and value

beyond school. Construction of knowledge refers to the ability to manipulate and use knowledge

rather than simply reproduce it. Disciplined inquiry allows for students to gain in-depth

understanding of limited topics, rather than a superficial understanding of many topics. Finally,

value beyond school represents knowledge which students will be able to employ in their daily

life in personal or social situations.

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The performance task contains many strengths, this and the catchy title of it being the

primary reason we chose it. Some of these strengths can be found in the previously mentioned

criteria as presented by Newmann et al. (1996). Firstly, the task employs construction of

knowledge as the students are being requested to generate data. The application of student

generated data, rather than relying on memorization supports deep learning (Newmann et al.,

1996). Secondly, the task is created in a way that limits the topic that students are focusing on to

ensure they develop an in-depth understanding. It uses higher order thinking, synthesizing,

explaining, and interpreting information. Finally, the task offers value beyond school. The

concepts being taught will offer lifelong value that the students can make use of to ensure they

lead a healthy life. In addition to the criteria of an authentic task, ministerial competencies are

also being employed. These include critical thinking, managing information, and personal

growth and well-being. Students are tasked with taking the lead in their learning, they log and

graph data that they acquire, and create plans to improve their lifestyles. As stated by Koh (2011,

p. 38), tasks related to a well designed assessment will be performed well in real life if they are

performed well in the classroom.

The performance task is a strong approach to teaching, but that is not to say it is without

weakness. Improvements can be made in several areas, as will be shown in our redesign. The

task is vague as it mentions health standards, and it could be reworded to include different

approaches to health standards across different cultures and households. The task may also be

improved by giving students choice in how they present their data, offering options outside of a

written report such as a PowerPoint presentation or a recorded video. The sentiment behind the

task and it’s description are also harsh in the sense that it could be interpreted as suggesting the

student’s lifestyle is ‘wrong.’ Different households have access to different qualities of food, and

a student should not feel wrong if their family heavily relies on cheap or easy to make foods.
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In regards to the rubric, the clearest point of strength comes from it being an analytical

rubric which breaks down the criteria into different levels of quality (Koh, 2011). The rating

scale is broken into a 4-point rating scale which is a very reliable scale (Koh & Luke, 2009).

However, the rubric itself does have many weaknesses. The rubric doesn’t make use of

weightages which can help students focus on more important parts of the task. The descriptors

and indicators used are also very weak and seem to change throughout the rubric making it hard

to understand what is expected from students. The vocabulary should not be vague or inconcise

and positive language should be used across each level of achievement (Tierney & Simon, 2004).

A column offering performance attributes could also be added to evaluate each achievement

level (Tierney & Simon, 2004).

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Annotations of Performance Task and Rubric

ORIGINAL Performance Task: Alien Invasion

Alien Invasion
Invaders from Suriv are planning to invade the human adolescents of Planet Earth.
You have been chosen as a candidate for invasion. You are required to submit a
report to Noitirtun, the Magnificent Leader of Suriv (a.k.a. your teacher). The report
is an analysis of your personal health choices as compared to the standards of
health. If your analysis shows evidence of a healthy lifestyle, your body will not be
suitable for invasion by Suriv. However, if your analysis shows a need for
improvement, your body may be invaded in one month. In order to prevent the
invasion, you will need to identify areas that require improvement and set goals for
change. *5

RECORD DATA

You will be required to record your personal health data in a logbook for one
week.

The data should include the following information: *1

· Types and amounts of food intake
Grain Products …………………...number of servings
Milk Products ……………….…….number of servings
Fruits and Vegetables …………..number of servings
Meats and Alternatives ………….number of servings
Junk Food …………………...…....number of servings

· Activity *2
Type of Activity…………………duration of activity

· Sleep
Duration of Sleep

Record the weekly total for each category and compare the results to the
standards of health.

GRAPH COMPARISON *3
Use a computer graphing program and create a graph showing standards of
health data compared to your own personal data.

WRITTEN REPORT *4
· Compare your personal health choices to the health standards.
· Set goals for improvements and describe how these goals will be
accomplished.
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Performance Task Annotations

1. Change the wording to be more inclusive, recognizing that different individuals have

numerous standards based on a variety of factors, such as culture, allergies,

socioeconomic status.

2. Redefine activities to be more inclusive to all students in the class.

3. Graph Comparison - students will be provided with a number of possible standards

(Canada Health Guidelines, World Health Organization, alternate country Guidelines,

vegetarian, keto, etc) and can choose which resource they feel is most in alignment with

their lifestyle and would like to compare themselves to.

4. Allow students to choose their own method to display their project, some choices

including a written report, a PowerPoint presentation, a poster, etc. This would allow the

students to exercise their creativity.

5. Reword task description to be more positive and inclusive to all students.

6.

ORIGINAL Rubric: Alien Invasion

Student _______________________________________________________

*3
*5 ↓

Level Excellent Proficient Adequate Limited * Insufficient

/Blank *

Criteria *4

Provides an Provides an Provides a Provides a No score is awarded

Compare effective organized generally sketchy *2 because there is
choices to comparison of comparison of logical comparison insufficient
standards personal personal comparison of personal evidence of student
(W-7.1, 2.3.3) health data to health data to of personal health data to performance based
standards. health data to standards. on the requirements
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*1 standards. standards. of the assessment

task.

Analyse data Analysis Analysis Analysis Analysis is

(W-7.1) reveals a reveals a clear reveals a only
thorough and and mostly superficial minimally
accurate correct understandin supported
understanding understanding g of the by the data.
of the of the standards of
standards of standards of health.
health. health.

Goals Goals Goals Goals

established established established established
Set goals for show a are logically are partially are
improvement significant related to the supported by minimally
(W-7.1) relationship to data the data supported
the data portrayed. portrayed. *6 by the
portrayed. data
Provides a Provides a portrayed.
Provides an logical reasonable
insightful strategy for strategy for Provides a
strategy for achieving achieving superficial
achieving goals. goals. strategy for
goals. achieving
goals.

Rubric Annotations

1. Use positive language across each level of achievement (Tierney & Simon, 2004).

2. Current vocabulary describing levels of performance are vague and inconcise (ie.

effective, sketchy, reasonable, etc). (Tierney & Simon, 2004).

3. There is no column describing the performance attributes being evaluated by each

achievement level. The attributes should be written clearly (Tierney & Simon, 2004).

4. Rewrite the performance criteria to describe the qualitative degrees of performance

(Popham, 1997).

5. Include a statement of purpose, and instructions for using the rubric (Popham, 1997).
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6. Different achievement elements are introduced in each level of the evaluation (Tierney &

Simon, 2004).

Redesign of Performance Task and Rubric

REDESIGNED Performance Task: Alien Encounter

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*1. Alien Encounter

Visitors from Suriv are planning to study human adolescents of Planet Earth. You
have been chosen as a candidate for first contact. You are required to submit a
report to Noitirtun, the Magnificent Leader of Suriv (a.k.a. your teacher). The report
is an analysis of your personal health choices as compared to the standards of
health. Noitirtun wants to better understand how youth of different cultures and
households live. If your analysis shows evidence of a healthy lifestyle, you will be
contacted by Noitirtun themself. The Magnificent Leader also requires you to point
out areas of improvement, and create a one-month plan to make improvements
based on other human adolescents which they will record in their research. *2

RECORD DATA

You will be required to record your personal health data in a logbook for one
week.

The data should include the following information:

Types and amounts of food intake
Grain Products …………………...number of servings
Milk and Alternative Products*6.. number of servings
Fruits and Vegetables …………..number of servings
Proteins ………………..………….number of servings
Junk Food …………………...…....number of servings
Water………………………………number of servings *3

· Activity
Type of Activity……………………duration of activity

· Sleep
Duration of Sleep

Record the weekly total for each category and compare the results to the
standards of health.

GRAPH COMPARISON *4
Use a computer graphing program and create a graph showing how the health
standard you chose compares to your own personal data.

FINAL REPORT *5
Using a media format of your choice, show your results from your health
comparison and describe what goals you chose for improvements. Describe how
these goals will be accomplished.

Redesigned Task Annotations and Justifications

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1. We changed the title and description of the task to be more positive and inclusive, and

incorporated a cultural element into the task. Doing so will lend to greater personal

meaning and value for students as they may relate to the task and feel included (Koh,

2011, p. 40).

2. We altered the wording of the description to add the creation of a one-month plan for

students to make improvement in their overall lifestyle. Doing this clearly shows the time

frame for completion of the assessment task and what is expected from the students (Koh,

2011, p. 40).

3. We added water to the data that is to be recorded by students because water is an

important part of a healthy lifestyle. This aspect is left out in the original performance

task, and including it builds on the task's value beyond school as many do not take in

enough water throughout the day (Newmann et al., 1996).

4. We changed the instructions under graph comparison, allowing students to choose which

health standard they would like to compare their data to, offering choice. This was done

to account for the needs of learners and that some students will have different norms or

standards that they or their family follow (Koh, 2011, pp. 38-39).

5. We changed the written report allowing students to choose the format they would like to

present their information in. This prevents the teacher from limiting students in how they

will present their information (Koh, 2011, pp. 38).

6. Added ‘Alternative products’ to encompass more of the options that are available to

students and families.

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REDESIGNED Rubric: Alien Invasion

Student _______________________________________________________

*1 Statement of Purpose: this rubric is designed to be used in a formative context to assess

students' understanding of healthy lifestyle choices.

How to Use: for each performance criteria circle the level that best describes your performance.

Level Attribute Excellent Proficient Adequate Limited * Insufficient

*3 /Blank *

Performance
Criteria *2

*4 Breadth Provides Provides Provides Provides No score is

Compare comparison comparison comparison comparison awarded
choices to across all across most across across a few because there
standards listed listed some listed listed is insufficient
(W-7.1, 2.3.3) categories. categories.. categories. categories. evidence of
Provides a student
comparison *6 performance
between based on the
personal and requirements
chosen health of the
standard. assessment
task.

Analyse data Clarity Extremely Mainly Moderatel Slightly clear

(W-7.1) clear clear y clear understandin
Analysis understandi understandi understandi g of health
reveals an ng of ng of health ng of the standards.
understanding health standards. standards
of health standards. of health.
standards.

Relevance Goals are Goals are Goals are Goals are

extremely mainly moderately slightly
Set goals for related. related. related. related.
improvemen
t
(W-7.1)
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Established
goals are
related to
Clarity Extremely Provides a Provides a Provides a
health
clear mainly moderately slightly clear
standards.
strategy clear clear strategy.
strategy strategy.
Offers a
strategy for
achieving
goals

Redesigned Rubric Annotations and Justifications

1. Included a statement of purpose, and instructions for using the rubric. Doing so clearly

defines how the rubric will be used and makes the rubric usable by students, allowing for

self-assessment (Popham, 1997).

2. Added in the word ‘performance’ to the criteria column.

3. Added a column for ‘attributes’ to describe the characteristic being assessed in each

performance criteria (Tiernay & Simon, 2004)

4. Included specific performance criteria to clearly describe task expectations (Popham,

1997). Doing so will ensure that students and teachers will avoid confusion when looking

at the rubric, and have access to a quick reminder as to what each criteria section relates

to.

5. Standardized the performance levels from ‘Excellent’ to ‘Limited’ across each criteria,

making it more specific, concise and objective (Tiernay & Simon, 2004). Language used

to describe the proficiency level for each criteria should describe a positive progression

of performance that is consistent and clearly explains the expectation (either the amount,

frequency, or intensity using consistent language) (Tieryney & Simon, 2004).

Strengths and Weaknesses of the Redesigned Rubric

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The strengths of our redesigned rubric include the addition of a statement of purpose and

directions on how a student could use the rubric to engage in learning as assessment. Another

strength of our redesigned rubric was the modification of the performance criteria and the levels

associated with it. We incorporated familiar yet specific language that found a “balance between

generalized wording, which increases usability, and detailed description, which ensures greater

reliability” (Tierney & Simon, p. 3). We incorporated a level of consistency across the

performance criteria by creating a standardized description for each level and creating a

progressive scale that was continuous and consistent from one level to the next (Tierney &

Simon, p. 3). In addition to creating this rubric we could offer students task-specific exemplars or

indicators to assist in their understanding of this task and the rubric.

Some remaining weaknesses that still exist with this rubric are that it does not

acknowledge that certain individuals with different abilities may not be able to fully take part in

this task. This task is designed to accommodate an able bodied student and so it could be

expanded upon or revised to be more inclusive.

The purpose of this rubric is to provide feedback to improve student performance and

assist in student learning. We want students to demonstrate proficiency in comparison, analysis,

and goal setting and the rubric is used to report a level of proficiency in these tasks. The task

must elicit the desired performance and the rubric has been designed to have consistency

between learning targets, the task, and the rubric (Arter, 2009).

Strengths and Weaknesses of Redesigned Performance Task

The strengths of our redesigned performance task include the fact that the assignment is

much more inclusive and multicultural, which could result in increased engagement. Another
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strength is that students now have more choice regarding which health standard they would like

to use as a guide for their assignment, as well as which format they would like to use to present

their finalized information. Finally, we included hydration in the assignment as we felt drinking

water is an important aspect of health that was not previously included.

Some weaknesses that are still present in our performance task include the fact that we

did not modify the section for physical activity. We acknowledge that this category may need to

be more inclusive to recognize the various forms of legitimate activity that students with physical

impairments or disabilities may participate in.

Disciplinary Knowledge

This performance task is directly related to the Alberta Program of Studies for personal

health (W-7.1) by promoting healthy wellness choices (Alberta Learning, 2002) by comparing

student lifestyle habits to credible standards. Through self reflection, students are challenged to

consider their own lifestyle habits in this context and consider what improvements they could

make that would align with a healthy and balanced lifestyle as described in the health standards

(Alberta Learning, 2002).

This performance task supports outcomes pertaining to resiliency (W-7.1) where it ties to

problem solving, positive self esteem and bonding with fellow classmates. The authentic nature

of this task supports skills in organization and manipulation of data (P2.3.3). Students have the

opportunity to generate data and manage a database to use to create multivariable graphs.

Students are then able to make meaning of those graphs and through critical reflection generate

goals for personal growth (Alberta Learning, 2002).

Ministerial Competencies

The Ministerial office for Alberta education defines numerous competencies that outline

a combination of attitudes, skills and knowledge expectations for student learning that supports
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abilities for productive learning, living and working (Alberta Education, 2016). Our task

supports the following Ministerial competencies, critical thinking, problem solving, managing

information, creativity and innovation, communication, cultural and global citizenship, and

personal growth and well-being. Our redesigned assessment task supports these competencies as

outlined in Table 1.

Critical thinking Students evaluate user generated data against a given

health standard and make interpretations about the
value of the data and recommendations for
improvement

Problem Solving Students are asked to evaluate their own healthy

lifestyle experiences and are challenged to promote
changes that contribute to future healthy lifestyle
choices.

Managing Information Students are required to record data and produce a

database that is organized in a meaningful way that
supports analysis and chart generation.

Communication Students will communicate their analysis by producing

a report in the format of their choice that summarizes
their findings. Their report will detail future
improvements and go forward strategies based on their
analysis.

Personal Growth and Well-being Our task provides students the chance to take a critical
review of their current lifestyle habits and evaluate
them against a promoted health standard. It provides
them an opportunity to reflect on their current habits
and how they contribute to a healthy lifestyle. Students
can make decisions on whether there are any habits
they would like to change, improve upon or keep static
and how each choice contributes to an overall balanced
lifestyle. Good choices help maintain a positive
attitude and contribute to a healthy life.

Creativity and Innovation By modifying the output of this current task to provide
students a choice in how they deliver their final report,
they are allowed to be creative with the multi-media
platform and style of final output they submit.

Cultural and Global Citizenship Our redesigned task looks to make use of students'
funds of knowledge by incorporating options for
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sharing culturally diverse food options and comparing

those to relevant international or dietary standards.

A weakness of our task is it does not specifically incorporate collaborative learning. This

Ministerial Competency (Alberta Education, 2016) could be incorporated by encouraging

students to work in small groups to compare their findings and brainstorm on ideas for

improvement.

Improving Teaching and Learning

Important components of effective teaching and learning include appropriate guidance

from the teacher to help orientate students to use prior learning to build and discover new

knowledge. Having this growth mindset combined with authentic learning tasks supports positive

student engagement and a deeper understanding of academic content (Davis, et al., 2015). This

performance task supports each of those ideas behind teaching and learning. With this lesson

teachers are able to orientate their students' attention to healthy lifestyle choices and invite

students to reflect on their current habits. It actively supports background knowledge and

challenges students to think critically and generate goals for improvement (CAST, 2018). The

authentic nature of this task helps students make meaning of the content and increases the out of

school value of the lesson. This task supports student engagement and recruits interest with its

hand-on and interactive design.. With our revision, we have also tried to be inclusive to diverse

students by adding more options to connect with the lesson. By providing multiple health

standards for students to engage with they can choose which one best fits their lifestyle. Students

are empowered in their learning by acquiring and managing the information they will be using.

We have redesigned the summative assessment portion to be more student driven. Each student

is now able to choose their preferred format for their final report. This choice supports multiple
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types of learning (oral, visual, written) and multimedia communication (CAST, 2018). By

providing choice, students are supported in their creative thought process and are placed in the

leader’s position for their learning.

Reflections on the Group Learning Process and Collaboration

As a group we decided to take on this task as we saw lots of room for improvement in the

overall interaction between the students and the activity. Initially, we wanted to change the

wording and overall architecture of the assignment as we felt it could be problematic for students

with disabilities, varying socio-economic statuses, eating disorders, etc. We also noticed that the

rubric wasn’t very clear on what exactly was being asked of the students as the wording was

subjective and left details up to interpretation. Working together, we slowly realized that our

initial ideas needed to be reigned in and simplified into more manageable tasks. Through reading

the articles and having an open discussion together, we decided that it would be beneficial to

include ideas such as cultural diversity in food and health standards. We altered the task to use

more positive language. In our version the students are visited by an alien who wanted to learn

about healthy human lifestyles, as opposed to invading students who ‘weren’t healthy enough.’

Together we worked through the strengths and weaknesses of the original plan. Through this

process we noticed many details that were not apparent at first look which made a large

difference to our overall understanding of the task (eg., following the Canada Food Guide isn’t

exactly correct in proper nourishment or inclusive to diverse students, so expanding the scope on

different country/culture health standards provides meaningful insight) and the associated rubric.

Overall, our group found this process to be very insightful and had a first hand experience of

how important every detail is when creating an activity with effective assessment.
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References

Alberta Assessment Consortium. (2018, August 29). Alien Invasion. Aac.ab.ca.

https://aac.ab.ca/assessment-material/alien-invasion/

Alberta Education. (2020, December). The Guiding Framework for the Design and
Development of Kindergarten to Grade 12 Provincial Curriculum. open.alberta.ca.
https://open.alberta.ca/dataset/f3fb3059-fdec-4c62-89b7-
a34eb9d33c3c/resource/0a51ffa3-76bf-4f8b-a31c-7481eb2fba5c/download/edc-guiding-
framework-curriculum-development-2020.pdf

Alberta Education. (2016, 17th May). Competencies Overview. education.alberta.ca.

https://education.alberta.ca/media/3115408/competencies-overview-may-17.pdf

Alberta Learning. (2002). Health and Life Skills Kindergarten to Grade 9. Education.alberta.ca.
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CAST (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org/
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Newmann, F,M., Marks, H.M., & Gamoran, A. (1996). Authentic pedagogy and student
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