(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.

Scoring Guides, aka Rubrics

Chapter 6 scoring guides, aka rubrics

Scoring guides, also known as rubrics, have become commonplace in educational settings, from the classroom level to the national high-stakes assessments. It should be noted up front that not all scoring guides are truly rubrics, even though the terms are widely used interchangeably. A scoring guide is a rubric only when it includes three or more levels of quality. It is very possible that you are already familiar with a lot of the information in this chapter, but it is my hope that you will take this opportunity to review and refresh your knowledge of scoring guides/rubrics—perhaps you will glean some new insights into their creation and use in the classroom. Scoring guides are a ...

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