1. Performance Tasks 101
The end is near!

2. Welcome Session 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

3. I Choose C Movie Time Just as we have standards that can
help us determine quality performances
In the real world, we have standards that
in the school world.
Phyllis-
Those quality standards (SOLs) come from both academic
standards and from our disciplinary fields.

4. 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.

5. 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!
Bottom for Meade

6. As is the case with all worthy performances, designing
Performance tasks
require
STRATEGIC PLANNING.
Phyllis – You must thinks of like a coach teaching the skills needed to play a softball game. Rounding bases, hitting catching are all needed to win the final task of playing the
“game”

7. 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.

8. 3 Stages of “Backward“ Design
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
Phyllis- Skill and dos in performance tasks
3. Plan learning experiences and instruction. ( How do we actually get there? How can we ensure all get there? )
Includes differentiation

9. Phyllis-

10. 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 picture
of success. Identify specific standards for success.
Issue rubrics to the students.

11. How do my actions affect the world?
This is a sample of an upper grade GRASPs

12. 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.
This is the student’s goal

13. Role
You have been hired by The State of Washington as an environmental consultant.
This is the imaginary real world role that the student is taking on

14. 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.
This is the audience that the children will be writing for

15. 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…
This is the situation that is leading to the product. It must connect.

16. Product
A presentation, booklet, or informational paper that included information about:
Biomes
Identify and describe biomes that are found in Washington State
Explain why they are important
Needs of People
What do people need? Think about food, living space, energy.
How does this interfere with the environment?
Pollution
Identify different types of pollution
Explain why it happens and what we can do to prevent it
Biodiversity
What is it? Why is it important?
How can we protect it?
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?
Since this is an upper level GRASPS you can see the detail in the product task.

17. 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
Standards breaks down the standard for success. The rubric is of utmost importance

18. 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)

19. 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.

20. 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?
Liz

21. Performance Task Revised
PT REVISED
Goal: You are a zoo keeper and you have just received an animal that is not used to living in your climate.
Role: Zookeeper
Audience: Animal Welfare Committee
Situation: 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 vocabulary
Design appropriate habitat
Describe adaptations needed to survive in this habitat

22. What are they and why are they important?
Rubrics
What 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

23. Stage 1 – Desired Results
Creating Rubrics
Stage 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 by
b) 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)

24. Stage 2 – EVIDENCE (PERFORMANCE ASSESSMENT)
Creating Rubrics
Stage 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.

25. Creating Rubrics Task Name: Ancient Civilizations Performance Task
Course: Grade 3 Social Studies
Creating Rubrics
Criteria
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.

26. 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