Designing and Using Performance Tasks

Enhancing Student Learning and Assessment
Tracey K. (Kathleen) Shiel - Consultant
Designing and Using Performance Tasks
October 2016 | 256 pages | Corwin
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eBook
ISBN: 9781506343426
Available from January 0001
Paperback
ISBN: 9781506328720
Available from January 0001

Description

Stretch student thinking with performance-based tasks.

With waves of high-stakes assessments rolling through the education waters, many educators feel tied to teaching to the test. But there is a bright side. With the increased attention on assessment outlined in The Every Student Succeeds Act comes a surge of interest in designing performance-based tasks—an important key in unlocking your students’ readiness for career and college.

Designing and Using Performance Tasks: Enhancing Student Learning and Assessment walks you step-by-step through the process of incorporating performance tasks as a tool to teach, monitor, and extend student learning. This book will help you

  • Make instructional decisions based on student performance of learning tasks
  • Learn all about the different kinds of performance tasks and the benefits of each
  • Incorporate learning progressions as an integral part of planning performance tasks
  • Close the “knowing–doing” gap by focusing on considerations for successful implementation

If you’re ready to engage your students in unique and innovative ways, grab a copy of this book to guide you and your students in applying their learning—and your teaching—to real-world situations.

"Teaching using performance tasks was, by far, was the most difficult type of teaching strategy for me to learn. When I began my teaching career, not many people were using this strategy, but I was fortunate to have a mentor who understood the process and was willing to teach me, two very rare occurrences in the teaching world. Thank heavens for Tracey Shiel, who has the ability to communicate the process so well and in such a manner that you enjoy reading about it at the same time – another rare event in education! I know from experience, students who learn using this strategy retain the information for longer periods of time giving teachers a stronger base upon which to build."
Pamela L. Opel, Teacher
Gulfport School District

Contents

List of Figures and Tables

List of Figures and Tables

Acknowledgments

Acknowledgments

About the Author

About the Author

Introduction

  • Chapter 1. The Lasting Power of Performance Tasks
  • Chapter 2. Building the Base: Begin With the End in Mind
  • Chapter 3. Building the Base: Learning Progressions
  • Chapter 4. Building the Base: Going SOLO!
  • Chapter 5. Performance Task Attributes
  • Chapter 6. Scoring Guides, aka Rubrics
  • Chapter 7. Implementation Considerations
  • Appendix 1. Unit Planning Template: Performance Task
  • Appendix 2. Unit Planning Templates: Examples for Grades 3 and 11
  • Appendix 3. Combined List: SOLO and NCEA Verbs
  • Appendix 4. Unit Planning Template: Ideas for Products and Performances
  • Appendix 5. Implementation Success Action Plan: Guidelines
  • Appendix 6. Implementation Success Action Plan: Example
  • Appendix 7. Implementation Success Action Plan: Vision Versus Reality
  • Appendix 8. Implementation Success Action Plan: Template

References

References

Index

Index

Description

Stretch student thinking with performance-based tasks.

With waves of high-stakes assessments rolling through the education waters, many educators feel tied to teaching to the test. But there is a bright side. With the increased attention on assessment outlined in The Every Student Succeeds Act comes a surge of interest in designing performance-based tasks—an important key in unlocking your students’ readiness for career and college.

Designing and Using Performance Tasks: Enhancing Student Learning and Assessment walks you step-by-step through the process of incorporating performance tasks as a tool to teach, monitor, and extend student learning. This book will help you

  • Make instructional decisions based on student performance of learning tasks
  • Learn all about the different kinds of performance tasks and the benefits of each
  • Incorporate learning progressions as an integral part of planning performance tasks
  • Close the “knowing–doing” gap by focusing on considerations for successful implementation

If you’re ready to engage your students in unique and innovative ways, grab a copy of this book to guide you and your students in applying their learning—and your teaching—to real-world situations.

"Teaching using performance tasks was, by far, was the most difficult type of teaching strategy for me to learn. When I began my teaching career, not many people were using this strategy, but I was fortunate to have a mentor who understood the process and was willing to teach me, two very rare occurrences in the teaching world. Thank heavens for Tracey Shiel, who has the ability to communicate the process so well and in such a manner that you enjoy reading about it at the same time – another rare event in education! I know from experience, students who learn using this strategy retain the information for longer periods of time giving teachers a stronger base upon which to build."
Pamela L. Opel, Teacher
Gulfport School District

Contents

List of Figures and Tables

List of Figures and Tables

Acknowledgments

Acknowledgments

About the Author

About the Author

Introduction

  • Chapter 1. The Lasting Power of Performance Tasks
  • Chapter 2. Building the Base: Begin With the End in Mind
  • Chapter 3. Building the Base: Learning Progressions
  • Chapter 4. Building the Base: Going SOLO!
  • Chapter 5. Performance Task Attributes
  • Chapter 6. Scoring Guides, aka Rubrics
  • Chapter 7. Implementation Considerations
  • Appendix 1. Unit Planning Template: Performance Task
  • Appendix 2. Unit Planning Templates: Examples for Grades 3 and 11
  • Appendix 3. Combined List: SOLO and NCEA Verbs
  • Appendix 4. Unit Planning Template: Ideas for Products and Performances
  • Appendix 5. Implementation Success Action Plan: Guidelines
  • Appendix 6. Implementation Success Action Plan: Example
  • Appendix 7. Implementation Success Action Plan: Vision Versus Reality
  • Appendix 8. Implementation Success Action Plan: Template

References

References

Index

Index

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Designing and Using Performance Tasks

Enhancing Student Learning and Assessment

Tracey K. (Kathleen) Shiel
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October 2016 | 256 pages | Corwin

Format Published Date ISBN Price
Paperback 27/02/2023 9781506328720 $39.95
Lifetime 27/02/2023 9781506343426 $36.00

Stretch student thinking with performance-based tasks.

With waves of high-stakes assessments rolling through the education waters, many educators feel tied to teaching to the test. But there is a bright side. With the increased attention on assessment outlined in The Every Student Succeeds Act comes a surge of interest in designing performance-based tasks—an important key in unlocking your students’ readiness for career and college.

Designing and Using Performance Tasks: Enhancing Student Learning and Assessment walks you step-by-step through the process of incorporating performance tasks as a tool to teach, monitor, and extend student learning. This book will help you

  • Make instructional decisions based on student performance of learning tasks
  • Learn all about the different kinds of performance tasks and the benefits of each
  • Incorporate learning progressions as an integral part of planning performance tasks
  • Close the “knowing–doing” gap by focusing on considerations for successful implementation

If you’re ready to engage your students in unique and innovative ways, grab a copy of this book to guide you and your students in applying their learning—and your teaching—to real-world situations.

"Teaching using performance tasks was, by far, was the most difficult type of teaching strategy for me to learn. When I began my teaching career, not many people were using this strategy, but I was fortunate to have a mentor who understood the process and was willing to teach me, two very rare occurrences in the teaching world. Thank heavens for Tracey Shiel, who has the ability to communicate the process so well and in such a manner that you enjoy reading about it at the same time – another rare event in education! I know from experience, students who learn using this strategy retain the information for longer periods of time giving teachers a stronger base upon which to build."
Pamela L. Opel, Teacher
Gulfport School District


Table Of Contents:

  • List of Figures and Tables
  • Acknowledgments
  • About the Author
  • Introduction
  • Chapter 1. The Lasting Power of Performance Tasks
  • Chapter 2. Building the Base: Begin With the End in Mind
  • Chapter 3. Building the Base: Learning Progressions
  • Chapter 4. Building the Base: Going SOLO!
  • Chapter 5. Performance Task Attributes
  • Chapter 6. Scoring Guides, aka Rubrics
  • Chapter 7. Implementation Considerations
  • Appendix 1. Unit Planning Template: Performance Task
  • Appendix 2. Unit Planning Templates: Examples for Grades 3 and 11
  • Appendix 3. Combined List: SOLO and NCEA Verbs
  • Appendix 4. Unit Planning Template: Ideas for Products and Performances
  • Appendix 5. Implementation Success Action Plan: Guidelines
  • Appendix 6. Implementation Success Action Plan: Example
  • Appendix 7. Implementation Success Action Plan: Vision Versus Reality
  • Appendix 8. Implementation Success Action Plan: Template
  • References
  • Index

Recent Product Reviews:

Teaching using performance tasks was, by far, was the most difficult type of teaching strategy for me to learn. When I began my teaching career, not many people were using this strategy, but I was fortunate to have a mentor who understood the process and was willing to teach me, two very rare occurrences in the teaching world. Thank heavens for Tracey Shiel, who has the ability to communicate the process so well and in such a manner that you enjoy reading about it at the same time – another rare event in education! I know from experience, students who learn using this strategy retain the information for longer periods of time giving teachers a stronger base upon which to build.
Pamela L. Opel, Teacher, Gulfport School District

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