EDUC 109 Module 2 - Developing Performance Task Steps

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18 Questions

Performance tasks should not require complex cognitive skills from students.

False

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

True

Performance tasks should not be challenging for students.

False

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

False

The performance task should reflect only unimportant outcomes.

False

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

False

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

False

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

True

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

False

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

False

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

True

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

True

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

True

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

False

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

False

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

True

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

False

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

False

Test your knowledge on the steps involved in developing performance-based assessments. Learn about defining the purpose of assessment, determining skills and learning outcomes, and identifying taxonomy levels.

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