(1) A step-by-step guide to developing and implementing performance tasks in the classroom as a means to teach, monitor and extend student learning (2) Fosters the application of learning intentions and success criteria generated from the new state standards and provides feedback to teachers to make instructional decisions based on student performance of the learning tasks. (3) Incorporates learning progressions as an integral part of the planning process and the development of performance tasks (4) Helps close the “knowing-doing gap” by focusing on what needs to be considered for successful implementation starting with classroom organization and management. (5) Includes a number of examples of performance task components at different grade levels and content areas to demonstrate a variety of performance task possibilities and jump start readers' creativity.

Building the Base: Begin With the End in Mind

Chapter 2 building the base: begin with the end in mind

Developing the Performance Task Base

The introduction and Chapter 1 have set the stage for the development of a performance task. When it comes to creating a performance task, you have to start by developing the base. All instructional learning experiences and all assessments, whether they are formative or summative, are generated from the base. If the base is weak, both the learning experiences and the assessments will be weak.

There are a few steps to developing the base, some you may be familiar with and others that may be new to you. The base steps consist of identifying standards for a unit of instruction, creating learning ...

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