{"id":7090,"date":"2015-09-21T10:05:49","date_gmt":"2015-09-21T14:05:49","guid":{"rendered":"http:\/\/tiie.w3.uvm.edu\/blog\/?p=7090"},"modified":"2022-04-13T10:05:57","modified_gmt":"2022-04-13T14:05:57","slug":"using-performance-tasks-as-a-way-to-measure-student-knowledge","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/using-performance-tasks-as-a-way-to-measure-student-knowledge\/","title":{"rendered":"P is for Performance Tasks"},"content":{"rendered":"<h2>Using performance tasks as a way to measure\u00a0student knowledge<\/h2>\n<p><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/the-abcs-of-edtech\/#.Vf__d4uTlnE\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-7094\" src=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/p_isforperformancetasks.jpg\" alt=\"using performance tasks to measure student knowledge\" width=\"150\" height=\"150\" \/><\/a>When working with a group of middle school science teachers recently whose goal was to increase the depth of knowledge in their shared common assessments, we explored\u00a0using\u00a0<em>Performance Tasks<\/em> as a way to\u00a0measure student knowledge and skills gained, as they apply them in novel and real situations.<\/p>\n<p>It&#8217;s the &#8220;do&#8221; in the KUD (know, understand, and do) that so often gets left behind, but is so important in the world of deep learning.<\/p>\n<p><!--more--><\/p>\n<h3>What defines a performance task?<\/h3>\n<p><a href=\"http:\/\/jcsites.juniata.edu\/faculty\/kruse\/misc\/Chun_Change_TakingTeachingToTask.pdf\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-7096\" src=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/chun.jpg\" alt=\"using performance tasks to measure student knowledge\" width=\"350\" height=\"406\" srcset=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/chun.jpg 400w, https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/chun-259x300.jpg 259w\" sizes=\"auto, (max-width: 350px) 100vw, 350px\" \/><\/a>We began by skimming\u00a0Marc Chun&#8217;s excellent article\u00a0<a href=\"http:\/\/jcsites.juniata.edu\/faculty\/kruse\/misc\/Chun_Change_TakingTeachingToTask.pdf\" target=\"_blank\" rel=\"noopener\">Taking Teaching to (Performance) Task: Linking Pedagogical and Assessment Practices<\/a>\u00a0(pdf), where he includes multiple examples of these tasks.<\/p>\n<p>Chun describes the elements of a performance task to include:<\/p>\n<ul>\n<li>real-world scenarios;<\/li>\n<li>authentic, complex processes;<\/li>\n<li>higher order thinking;<\/li>\n<li>authentic performances; and<\/li>\n<li>transparent evaluation criteria.<\/li>\n<\/ul>\n<h4><b>Model Example:<\/b><\/h4>\n<p>One way to get a grasp on what performance tasks look like is to check out this excellent resource from\u00a0Steve Bibla and the Toronto District School Board detailing how they created rich performance tasks to teach<a href=\"http:\/\/www.tdsb.on.ca\/Portals\/0\/AboutUs\/Innovation\/docs\/GRASP%20FINAL.pdf\">\u00a0Ecological Literacy<\/a>.<\/p>\n<h3><strong>Use these resources to\u00a0start building your own:<\/strong><\/h3>\n<p><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/GRASPS_large.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-7097 size-full\" src=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/grasps.jpg\" alt=\"using performance tasks to measure student knowledge\" width=\"243\" height=\"300\" \/><\/a>One framework to explore to help us build these tasks is Wiggins and McTighe&#8217;s\u00a0G.R.A.S.P.S. (goal, role, audience, situation, product\/performance\/purpose, standards) Design Framework.<\/p>\n<p>Jay McTighe&#8217;s article\u00a0<i><a href=\"https:\/\/blog.performancetask.com\/how-can-educators-design-authentic-performance-tasks-part-3-5817561ae422\" target=\"_blank\" rel=\"noopener\">How Can Educators Design Authentic Performance Tasks?<\/a>\u00a0<\/i>provides scaffolded, step-by-step supports in building one from scratch.<\/p>\n<p>But, like all efficient and busy educators, we also know we could save time by searching for existing tasks and adapting them to our specific context\/needs.<\/p>\n<p>Enter\u00a0Ted Curran and his fabulous recycling of existing performance tasks in his post <a href=\"http:\/\/tedcurran.net\/2014\/07\/18\/action-oriented-elearning-dont-forget-humble-webquest\/\" target=\"_blank\" rel=\"noopener\">Action-Oriented eLearning with the Humble Webquest.<\/a>\u00a0He advocates for revamping the visually dated, but rich in authentic and relevant learning Webquests provide &#8212; learning that requires higher order thinking skills and application- &#8211; by updating with current technology old Webquests.<\/p>\n<p><span style=\"font-weight: 400\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-7099\" src=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/googlesearch.jpg\" alt=\"using performance tasks to measure student knowledge\" width=\"218\" height=\"206\" \/>For our science exploration, we used the <a href=\"http:\/\/questgarden.com\/search\/\" target=\"_blank\" rel=\"noopener\">QuestGarden database<\/a> and found a Webquest of interest for their upcoming genetics unit: <em><a href=\"http:\/\/questgarden.com\/49\/55\/2\/070409093153\/index.htm\" target=\"_blank\" rel=\"noopener\">\u00a0Genetic Testing: How Far Should It Go<\/a>. <\/em>\u00a0If you find you have limited luck using this database, a shortcut is to do a Google search for your topic along with the word Webquest. \u00a0You might be surprised by what you find.<\/span><\/p>\n<p>Finally, you might find it worth your time to explore the <a href=\"http:\/\/www.definedstem.com\/\" target=\"_blank\" rel=\"noopener\">DefinedStem <\/a>website. \u00a0While the resources are not free, after seeing the rich resources and performance tasks available, you might find the extra time to write a grant or convince your district to fund access. \u00a0Check out an example performance task <a href=\"http:\/\/www.definedstem.com\/tasks\/index.cfm?asset_guid=34779E64-03FE-452B-BACC-5B9200F2748B&amp;t=3q4dr\" target=\"_blank\" rel=\"noopener\">Baseball Bat Analyst (Grade 7)<\/a> and read a review of the resource <a href=\"http:\/\/www.edtechroundup.org\/reviews\/defined-stem-k-12-online-resources-for-project-and-performance-based-tasks\" target=\"_blank\" rel=\"noopener\">here<\/a>.<\/p>\n<p>&nbsp;<\/p>\n<h3>But why performance tasks <em>right now?<\/em><\/h3>\n<p><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/the-abcs-of-edtech\/#.VgANz2RViko\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-6564\" src=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/08\/abcslogo2_finalthumb.jpeg\" alt=\"the ABCs of edtech\" width=\"150\" height=\"150\" \/><\/a>Many Vermont middle schools, as they develop Personal Learning Plans with students, are crafting ways for students to demonstrate proficiency of transferable skills adopted by each school. \u00a0One way for students to show what they know, understand, and can do, where both content and skills are honored and assessed, is through rich performance tasks.<\/p>\n<h3>A sample performance task for middle school<\/h3>\n<p>It&#8217;s important for young adolescents to have tasks that demonstrate proficiency while simultaneously allowing them:<\/p>\n<ul>\n<li>the freedom to explore personally meaningful topics<\/li>\n<li>space to explore and reflect on who they are and who they&#8217;re becoming<\/li>\n<li>activities that have real-world impact and relevance<\/li>\n<\/ul>\n<p>Following along\u00a0those precepts, let&#8217;s revisit Wiggins &amp; McTighe&#8217;s GRASPS framework for an example activity. Goal, role, audience, situation, product\/performance\/purpose, standards then might look like:<\/p>\n<p><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/grasps_modified.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-7100 size-full\" src=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/grasps_modified.jpg\" alt=\"using performance tasks to measure student knowledge\" width=\"775\" height=\"962\" srcset=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/grasps_modified.jpg 775w, https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/grasps_modified-242x300.jpg 242w, https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2015\/09\/grasps_modified-619x768.jpg 619w\" sizes=\"auto, (max-width: 767px) 89vw, (max-width: 1000px) 54vw, (max-width: 1071px) 543px, 580px\" \/><\/a><\/p>\n<h3>How could you adapt this\u00a0performance task activity for your next curriculum unit?<\/h3>\n<p><em>Need to catch up on your edtech ABCs? <a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/the-abcs-of-edtech\/#.VdNIMSxViko\" target=\"_blank\" rel=\"noopener\">Check out the full series here<\/a>.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Using performance tasks as a way to measure\u00a0student knowledge When working with a group of middle school science teachers recently whose goal was to increase the depth of knowledge in their shared common assessments, we explored\u00a0using\u00a0Performance Tasks as a way to\u00a0measure student knowledge and skills gained, as they apply them in novel and real situations. &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/using-performance-tasks-as-a-way-to-measure-student-knowledge\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;P is for Performance Tasks&#8221;<\/span><\/a><\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[801],"class_list":["post-7090","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-abcsofedtech"],"_links":{"self":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts\/7090","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/comments?post=7090"}],"version-history":[{"count":2,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts\/7090\/revisions"}],"predecessor-version":[{"id":31165,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts\/7090\/revisions\/31165"}],"wp:attachment":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/media?parent=7090"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/categories?post=7090"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/tags?post=7090"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}