Performance Task Analysis
Performance Task Analysis
| Course learning outcome | Evidence from Smarter Balance | Self-Reflection |
| 1. Assess individuals and group performance through use of established criteria for student mastery (including rubrics) in order to design instructions to meet learner’s needs in each area of development (cognitive, linguistic, social, emotional, and physical). | Rubrics are constructed with established criteria following cognitive levels of Depth Knowledge. 6th grade writing sample rubric (Smarter Balanced Assessment Consortium. (n.d)). | It was interesting to see both cognitive and content represented in the rubrics. This shows how I will design my rubrics to include more rigorous criteria. |
| 2. At the end of the lesson, the students should be able to use the concepts of critical thinking and problem solving to make judgments and decisions. Similarly, they will be able to solve several non-familiar problems in a conventional and innovative way. | Students make use of their knowledge and problem solving strategies to solve a wide range of complex problems.
Overall claim for Grade 3 – 8 and Grade 11. |
Bothe the critical thinking and problem solving concepts are used effectively. Therefore. My assessment process will dwell on showing how effectively the students have portrayed the critical thinking and problem solving concepts. |
| 3. At the end of the lesson, the students should be able to communicate and listen effectively. However, they will use the writing and speaking skills to give oral or written presentations. | Students are thought speaking and listening skills and the concept is illustrated by a video about exercise in space. The students are asked to view the video and answer the questions provided
Grade level 3 – 5 |
The ideas depicted here will help me align my rubrics and show the writing, speaking and listening skills of the students. |
| 4. At the end of the lesson, the students should be able to use information literacy skills to manage information creatively. They will accurately use the information for the problems they face at hand | Students construct mathematical models to analyze complex and real world scenarios. Also, they interpret and solve the problems effectively.
Overall claim for Grade 3 – 8 and Grade 11. |
My assessment for the students will concern the information literacy skills and how the students can use the mathematical models to solve the real world scenarios. |
| 5. At the end of the lesson, the students should be able to use the content knowledge and derived themes from the 21st century for global awareness. However, they will be able to understand various nations and their culture. It will include the use of non-English language. | Students are asked to share the prior knowledge of nuclear power by using the visual stimuli. The visual stimuli include the charts and photos.
Grade 11 performance task. |
Both the CLO and smarter balance represent the use of prior knowledge. Therefore, this will help me to construct my assessment showing how students can use prior knowledge to address the global issues. |
| 6. At the end of the lesson, the students should be able to the creativity and innovation skills to work creatively with others. The students will develop new ideas, implement and communicate them to their fellow colleagues effectively. | Students engage themselves in research and inquiry. They are able to investigate various topics, analyze and integrate. However, they will present the information effectively to the audience.
Overall claim for Grade 3 – 8 and Grade 11 |
My assessment rubrics will entail the creativity and innovation skills students use to research and inquire. Therefore, I will design my rubrics and include creativity and innovation skills to meet the needs of the students. |
Reference
Smarter Balanced Assessment Consortium. (n.d). Retrieved from http:// www.smarterbalanced.org
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