Curriculum standards around the world increasingly call for students to apply their learning in authentic ways; e.g., to “closely” read complex texts, develop and critique arguments, solve “messy” problems requiring sound reasoning and perseverance, and engage in scientific and historical inquiry. Similarly, the 21st Century Skills (including critical thinking, collaboration, communication and creativity) demand concomitant assessments that call for more than making a selection from given answers in a selected-response format. Richer, more authentic tasks are needed.
In this workshop, we’ll explore a set of practical and proven design tools for developing quality performance tasks based on Jay McTighe’s recent e-book, Core Learning: Assessing What Matters Most. Such tasks provide more than simply another method for measuring learning – they embody the most important goals of the Standards while engaging students in meaningful learning of them.
This 2-day workshop is structured as a “design workshop” during which participants will work in role-alike teams to develop/refine performance tasks and associated rubrics. The session will feature a balance of presentation with group discussion, analysis of performance assessments and scoring tools, design sessions in role-alike groups, and peer feedback sessions.
Participation in this workshop will enable participants to:
- identify the characteristics of quality performance tasks;
- apply a set of practical and proven design tools for creating/revising authentic performance tasks to enhance instruction and assessment;
- use task and rubric “design standards” to give and receive feedback on draft task and rubrics;
- plan appropriate on-going, formative assessments to help prepare students for culminating performances; and
- review excellent web-based resources to support the design and use of performance tasks to enhance instruction and assessment;
Who is it for?
This session has been designed for teachers, administrators, and curriculum supervisors interested in the development and use of authentic performance tasks and associated scoring tools.