Performance Tasks for English Language Arts. Performance Tasks Measure complex assessment targets...
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Transcript of Performance Tasks for English Language Arts. Performance Tasks Measure complex assessment targets...
Performance Tasks forEnglish Language Arts
Performance Tasks
• Measure complex assessment targets
• Demonstrate ability to think and reason
• Higher-order skills
• Produce fully developed writing or speeches
• Provide evidence of college and career readiness
Performance Tasks Benefits
• Multiple approaches
• Use real world contexts
• Common language around learning
Limitations of Performance Tasks
• Administration time
• Human scoring
General Guidelines forDeveloping Performance Tasks
• Integrate knowledge and skills
• Measure understanding, research skills, analysis, and the ability to provide relevant evidence
• Require student to plan, write, revise, and edit
• Reflect a real-world task
• Demonstrate knowledge and skills
• Allow for multiple points of view
• Feasible for classroom environment
Combinations of Claims and Targets Measured
• Writing-narrative, research, possibly reading
• Writing-informational/explanatory, research, possibly reading
• Writing-argumentative, research, possibly reading
• Writing-opinions, research, possibly reading
• Speaking, research, reading, listening
General Specifications forPerformance Tasks
• Allowable teacher and peer interactions and group work
• Organization of complex task directions
• Vocabulary
• Simulated Internet access
• Rubrics
Design of Performance Tasks
• Stimulate cognition
• Process information
• Produce extended response
Design of Performance Tasks
• Components of a Performance TaskStimulus
Readings Video clips Audio clips Graphs, charts,
other visuals Research topic/issue/
problem etc.
Information Processing Research questions Comprehension
questions Simulated Internet
search etc.
Product/Performance Essay, report, story,
script Speech with/without
graphics, other media Responses to
embedded constructed response questions.
etc.
Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school. Emphasis on stimuli related to science, history, and social studies.
Parts of Performance Task
• Part 1: Student reads research sources and responds to prompts (Claim 1 or 4)
• Part 2: Student plans, writes, and revises his or her full essay (Claim 2) or plans and delivers a speech (Claim 3)
Test Administration
• Maximum Time Requirements for Performance Tasks
– Grade 3–8: • 105 minutes total
Part 1: 35 min.Part 2: 70 min.
– High School: • 120 minutes total
Part 1: 35-45 min.Part 2: 75-85 min.
Sample Performance Task
Directions
Part 1
Part 2
Scoring Information
• How your essay will be scored: The people scoring your essay will be assigning scores for:
– Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims
– Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay
– Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information
– Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose
– Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling
Grade 6 Sample Performance Task
Scoring Criteria
• Scoring rubrics
• Sample response and scoring notes
Scoring Criteria
Guidelines for Writing Performance Tasks
• Align parts of the task
• Parts build to “full write” or speech
• Develop rubric for each assessment target
• Develop exemplars for each rubric
• Allow multiple approaches