Friday, March 27, 2015

The Nine Key Criteria that make a Common Core-Aligned Performance Task Effective

The Nine Key Criteria that make a Common Core-Aligned Performance Task Effective.
In our last blog post, we wrote about author and education expert Jay McTighe’s advice for designing rich performance tasks that can prepare students more effectively for the rigor of Common Core assessments.
In this post, we’ll share his list of nine criteria for judging whether a Common Core-aligned performance task you’ve created is of high quality.
McTighe suggests rating your tasks on a scale of 1-3 for each of the following characteristics, with 1 meaning “not yet,” 2 meaning “somewhat,” and 3 meaning “extensively”:
  1. Addresses and assesses targeted standards or outcomes.
  1. Calls for understanding and transfer of knowledge.
Requires extended thinking—not just a simple answer (levels 3 or 4 in Webb’s Depth of Knowledge framework).
  1. Is set in an “authentic” context.
  1. Includes criteria or rubrics targeting distinct traits of understanding and successful performance—that is, these criteria don’t simply focus on the surface features of a product or performance.
  1. The task directions for students are clear.
These three additional criteria are optional, he says:
  1. Allows students to demonstrate their understanding or proficiency with some appropriate choice or variety.
  1. Effectively integrates two or more subject areas.
  1. Incorporates appropriate use of technology.
McTighe’s book, Core Learning: Assessing What Matters Most, was published using School Improvement Network’sLumiBook platform, a robust eBook platform that includes weblinks, video clips, and opportunities for discussion with the author and with other readers.
In McTighe’s LumiBook, you can find dozens of templates and examples of rich performance tasks that are Common Core-aligned. There is also a free webinar in which he explains some of the core concepts from his LumiBook.


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