EDUC 109 Module 2 - Developing Performance Task Steps

Performance tasks should not require complex cognitive skills from students.

It is important for performance tasks to be congruent to the purpose of the assessment.

Performance tasks should not be challenging for students.

Providing clear task directions is not necessary for student success in performance tasks.

The performance task should reflect only unimportant outcomes.

Performance tasks should not be authentic and related to the real world.

Scoring rubrics are used in judging the quantity of work of learners on performance assessments.

The GRASPS model includes the elements of GOAL, ROLE, AUDIENCE, SITUATION, PRODUCT, PERFORMANCE, AND PURPOSE, and STANDARDS AND CRITERIA FOR SUCCESS.

Types of performance criteria include impact of the performance, work quantity, and clarity of method behavior.

Performance criteria can focus solely on the product and not on the process.

In product-oriented performance-based assessment, task design includes complexity, appeal, and creativity among other factors.

Defining performance criteria involves specifying behaviors that students should exhibit to successfully conduct a performance or produce a product.

In process-oriented performance-based assessment, competencies are defined as clusters of skills needed for a particular task.

The three levels of performance in product-oriented performance-based assessment are beginner's level, intermediate level, and expert level.

Effective performance tasks should allow students to be passive selectors of a single answer.

Rubrics are used to help assess the level of proficiency in students' performance or response.

In developing a performance task, intended learning outcomes should be vague to encourage creativity.

In product-oriented performance-based assessment, competencies are related to observable behaviors of the students.