PERFORMANCE

TASKS
 INTRODUCTION & PURPOSE

Students create
Students products or
Students select a
construct a perform tasks to
response show their mastery
response
of a particular skill
INTRODUCTION & PURPOSE

Define what a PERFORMANCE TASK item is

List a VARIETY OF PERFORMANCE

TASKS

Identify the BENEFITS and CHALLENGES of

performance tasks
Know that there is a WHAT-WHO-HOW
FRAMEWORK that you can use to design
performance tasks
Use the ASSESSMENT BLUEPRINT to design
assessment items
KEY CONCEPTS
KEY CONCEPTS
 KEY CONCEPTS

Students select a
response

Sources: Kansas State Department of Education, Assessment Literacy Project;

Ohio Department of Education, “How to Design and Select Quality
Assessments;” Relay Graduate School of Education, Designing and Evaluating
Assessments (2014); Rhode Island Department of Education, “Deepening
Assessment Literacy.”
 KEY CONCEPTS

Students
construct a
response

Sources: Kansas State Department of Education, Assessment Literacy Project;

Ohio Department of Education, “How to Design and Select Quality
Assessments;” Relay Graduate School of Education, Designing and Evaluating
Assessments (2014); Rhode Island Department of Education, “Deepening
Assessment Literacy.”
KEY CONCEPTS
 KEY CONCEPTS

Students create
products or
perform tasks to
show their mastery
of a particular skill

Sources: Kansas State Department of Education, Assessment Literacy Project;

Ohio Department of Education, “How to Design and Select Quality
Assessments;” Relay Graduate School of Education, Designing and Evaluating
Assessments (2014); Rhode Island Department of Education, “Deepening
Assessment Literacy.”
KEY CONCEPTS
KEY CONCEPTS
KEY CONCEPTS
 KEY CONCEPTS

Students perform
a task to
demonstrate a
particular skill
 KEY CONCEPTS

• Performance tasks place student demonstration of ability at

the center of assessment

• Performance tasks approximate real-world application of

complex skills
• Allow students to actively demonstrate their learning and
skills
KEY CONCEPTS
KEY CONCEPTS
KEY CONCEPTS
 KEY CONCEPTS

• Performance tasks place student demonstration of ability at

the center of assessment
• Performance tasks approximate real-world application of
complex skills
• Allow students to actively demonstrate their learning and
skills
• Performance tasks can measure abilities beyond academic
knowledge and skills
• Performance tasks are typically more engaging for students
 KEY CONCEPTS

• Performance tasks can be time-consuming to

design and score in a consistent and
unbiased manner
KEY CONCEPTS
 KEY CONCEPTS

Written Group Parameters

Physica Individual Timing

l
Verbal Communication

Visual
 KEY CONCEPTS

Written Group Parameters

Physica Individual Timing

l
Verbal Communication

Visual
 KEY CONCEPTS

Written Group Parameters

Physica Individual Timing

l
Verbal Communication

Visual
 KEY CONCEPTS

Written Group Parameters

Physica Individual Timing

l
Verbal Communication

Visual
 KEY CONCEPTS

Assessment Item #

ITEM

ANSWER KEY, SCORING GUIDE OR RUBRIC

KEY CONCEPTS

Students create
products or
perform tasks to
show their mastery
of a particular skill
 KEY CONCEPTS

scoring guides
scoring tools that assign points to different levels
of student performance

→ a
→ b

2 points: ________________________________________________________
1 point: ________________________________________________________
0 points: ________________________________________________________
Exemplar answer:
________________________________________________________________
________________________________________________________________
KEY CONCEPTS

rubrics
scoring tools that articulate levels of
performance in relation to standards
or other expectations
KEY CONCEPTS
 KEY CONCEPTS

→ a
→ b

2 points: ________________________________________________________
1 point: ________________________________________________________
0 points: ________________________________________________________
Exemplar answer:
________________________________________________________________
________________________________________________________________
KEY CONCEPTS
KEY CONCEPTS
 KEY CONCEPTS

Sources: Ohio Department of Education, “Ohio’s New Learning Standards: English Language Standards” (2010); Student
Achievement Partners, “Mini-Assessment for Who Was Marco Polo? by Joan Holub and The Adventures of Marco Polo by
Russell Freedman” (2014).
KEY CONCEPTS
 KEY CONCEPTS
1. Primary Purpose of the Assessment Summative

2. Standard(s) (one per row) 3. Skill(s) (one per row) 4. Level(s) of Rigor 5. Possible Type(s) of Items

Reading Informational Text 1: Quote accurately from the

Quote accurately from a text when explaining what the text (explicitly and making  1  SR
text says explicitly and when drawing inferences from the
text. inferences).

Reading Informational Text 2: Identify main ideas and

Determine two or more main ideas of a text and explain how key details support  2  CR
how they are supported by key details; summarize the text. them.

Reading Informational Text 4:

Determine the meaning of general academic and domain- Determine the meaning of
specific words and phrases in a text relevant to a grade 5 new vocabulary words.  2  SR
topic or subject area.

Reading Informational Text 8: Explain how the author

Explain how an author uses reasons and evidence to uses evidence to support  4  CR
support particular points in a text, identifying which
reasons and evidence support which point(s). his or her claims.

Write an opinion piece on

texts.  5  CR, PT
Writing 1:
Write opinion pieces on topics or texts, supporting a point
of view with reasons and information. Support your point of view 5  CR, PT
with evidence.

6. Write and/or Select Assessment Items

Item # Standard(s) and/or Skill(s) Type of Item Level(s) of Rigor # of Points % of Assessment

TOTAL  
 KEY CONCEPTS
6. Write and/or Select Assessment Items

Item # Standard(s) and/or Skill(s) Type of Level(s) # of % of

Item of Rigor Points Assessment

1 Determine the meaning of SR-MC 1–3 5

new vocabulary words.
 

2 Quote accurately, identify CR- 1–4 12

main ideas and explain Short
how the author uses Answer  
evidence.

         

TOTAL      
 KEY CONCEPTS
6. Write and/or Select Assessment Items

Item # Standard(s) and/or Skill(s) Type of Level(s) # of % of

Item of Rigor Points Assessment

1 Determine the meaning of SR-MC 1–3 5 14

new vocabulary words.

2 Quote accurately, identify CR- 1–4 12 34

main ideas and explain Short
how the author uses Answer
evidence.

3 Write an opinion, and PT- 5 18 51

support your point of Essay
view.

TOTAL    35  100%

 KEY CONCEPTS

Assessment Item #3

ITEM

ANSWER KEY, SCORING GUIDE OR RUBRIC

 KEY CONCEPTS
Assessment Item #3
ITEM
Using information from both sources, the excerpt from Chapter 11
of Who Was Marco Polo? by Joan Holub and the excerpt from The
Adventures of Marco Polo by Russell Freedman, write an essay in
which you provide an opinion that either Marco Polo told the
truth in his book or Marco Polo made up his stories. Your audience
is your classmates from your history class who have learned about
Marco Polo. Be sure to use information from both of the texts to
support your opinion. Write your essay in the space below.

Sources: Student Achievement Partners, “Mini-Assessment for Who Was Marco Polo? by Joan Holub and The Adventures
of Marco Polo by Russell Freedman” (2014).
 KEY CONCEPTS
Assessment Item #3
RUBRIC
3 Points 2 Points 1 Point 0 Points
Reading:
Comprehension
of Key Ideas and
Details

Writing: Written
Expression

Writing:
Knowledge of
Language and
Conventions

Source: PARCC, Grades 4 and 5 Condensed Scoring Rubric for Prose Constructed Response Items (2013).
 KEY CONCEPTS
Assessment Item #3
RUBRIC
3 Points 2 Points 1 Point 0 Points
Reading:
Comprehension
of Key Ideas and
Details

Writing: Written
Expression

Writing:
Knowledge of
Language and
Conventions

Source: Ohio Department of Education, “Ohio’s New Learning Standards: English Language Standards” (2010).
 KEY CONCEPTS
Assessment Item #3
ITEM
Using information from both sources, the excerpt from Chapter 11
of Who Was Marco Polo? by Joan Holub and the excerpt from The
Adventures of Marco Polo by Russell Freedman, write an essay in
which you provide an opinion that either Marco Polo told the
truth in his book or Marco Polo made up his stories. Your audience
is your classmates from your history class who have learned about
Marco Polo. Be sure to use information from both of the texts to
support your opinion. Write your essay in the space below.

RUBRIC
3 Points 2 Points 1 Point 0 Points

Reading Comprehension

Writing

Writing
 KEY CONCEPTS

3 Points 2 Points 1 Point 0 Points

provide an
Reading accurate analysis
Comprehension: and support the
Key Ideas and analysis with
Details effective textual
evidence

write in a style
appropriate to
their audience and
Writing: Written use relevant, text-
Expression based evidence to
address the
prompt

Writing:
Knowledge of
Language and
Conventions
CHECK FOR UNDERSTANDING
CHECK FOR UNDERSTANDING

Define what a PERFORMANCE TASK item is

List a VARIETY OF PERFORMANCE

TASKS

Identify the BENEFITS and CHALLENGES of

performance tasks
Know that there is a WHAT-WHO-HOW
FRAMEWORK that you can use to design
performance tasks
Use the ASSESSMENT BLUEPRINT to design
assessment items
CHECK FOR UNDERSTANDING
 CHECK FOR UNDERSTANDING

1. List a variety of performance tasks, either repeating those listed

earlier in this module or using those you come up with on your
own or in teams.
 CHECK FOR UNDERSTANDING

1. List a variety of performance tasks, either repeating those listed

early in this module or using those you come up with on your own
or in teams.
 CHECK FOR UNDERSTANDING

1. List a variety of performance tasks, either repeating those listed early in

this module or using those you come up with on your own or in teams.

A kindergarten teacher asks a student to count from 1 to 30 or say her

ABCs. A first-grade teacher asks her students to read a passage out loud
from a book. A fourth-grade physical education teacher asks her students
to demonstrate skills they have developed during a unit on jumping rope.
An eighth-grade visual arts teacher asks his students to use different
media to create sculpted figures that convey actions or gestures. A
middle-school science teacher asks her students to complete experiments
to demonstrate that they know how to apply the scientific method and how
to use the scientific equipment that they will use to do more advanced
experiments.
 CHECK FOR UNDERSTANDING

2. Describe one benefit and one challenge of performance tasks.

 CHECK FOR UNDERSTANDING

2. Describe one benefit and one challenge of performance tasks.

 CHECK FOR UNDERSTANDING

2. Describe one benefit and one challenge of performance tasks.

Performance tasks place student demonstration of ability at the

center of assessment. They approximate real-world application of
complex skills more closely than other types of items, and they
allow students to actively demonstrate their learning and skills.
On the other hand, performance tasks can be time consuming to
design and score in a consistent and unbiased manner.
CONCLUSION