Designing Performance Assessments Characteristics of Performance Assessment Part

Designing Performance Assessments

Characteristics of Performance Assessment • Part One - On your own Choose four of the performance task vignettes on your handout. What distinguishes these tasks from typical test items? What common features or characteristics do these share? List characteristics that you observe. • Part Two – With your group Share and discuss your observations with members of your group. List the common characteristics or features of the performance tasks you examined.

Characteristics of Performance Tasks • Complex challenges that mirror the issues and problems faced by adults • Range in length from authentic short-term tasks to long-term, multi-stage projects • Yield one or more tangible products and performances • Typically require the student to address a specific audience (real or simulated) with a purpose that related to the audience • The task can be personalized • Evaluation criteria is known in advance

Performance Task DOK levels Step One: On your own. Using the four performance task scenarios you read in the first activity, examine the tasks to assign a DOK level. If you don’t think a task meets the challenge of Level 3 or 4 DOK, how could you change it to up the challenge? Step Two: With a partner or small group Each person in the group will discuss one of the task examples to explain his or her reasoning for the assigned DOK level.

Framing Performance Tasks • Goal: at least one core performance task for assessing understanding in a major unit or course be developed using GRASPS • Not every performance assessment needs to be framed by GRASPS. Goal Role Audience Situation Product, Performance, and Purpose Standards and Criteria for Success

• Use the GRASPS handout to write or review your performance assessment. Continue working on Your Performance Task • Check to see all elements of a GRASPS task are included. • Assign DOK levels, making sure you are meeting the goal of a Level 3 or 4 • Write the task in student friendly terms (see examples on the wiki) • Prepare for the gallery walk at the end of the day.