(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.

Performance Task Attributes

Chapter 5 performance task attributes

The base has been completed, and it is time to think about planning for instruction and assessment. If you are following along to create your own performance task as you are reading, you should have learning intentions and success criteria at each of the four SOLO levels of understanding as a result of the final step in building the base. The surface-level learning intentions and success criteria are most likely based on the subskills and enabling knowledge from the learning progressions that you developed in Step 2 of building the base. The deep levels of learning, relational and/or extended abstract learning intentions and success criteria, were probably developed based on the learning progression and understandings established through ...

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