Performance Task Framework - Slo Process (Page 2 of 2) in pdf

Performance Measure Framework

General Guidance: Think of the performance task as a single booklet consisting of administration guidelines

on Page 1, guidelines to the students on Page 2, and detailed scoring criteria on Page 3, including sample

responses aligned to the scoring rubric/tool.

Page 1. Administration (TEACHER)

a. Administrative frequency: How many times will the student be given this task within an

identified timeframe?

b. Unique task adaptations and/or accommodations: How does the task change in either

presentation, response options, setting, etc. to accommodate students with disabilities, English

language learners, etc.?

c. Resources and/or equipment: What equipment, tools, text, artwork, etc. is needed by the student

to accomplish the task? What additional personnel are needed to administer the task?

Page 2. Task Scenarios, Requirements, Process Steps, Products (STUDENT)

a. Task scenario: What information is provided for the student that provides the context necessary

to create a response, project, produce, demonstration?

b. Requirements: Given the scenario, how are the task requirements articulated to the student in

order to establish key criteria by which performance is evaluated? Which requirements are

implied, thus requiring deeper understanding of the content being assessed? Which criteria are

stated explicitly in order to adhere to the time constraints, product parameters, etc.?

c. Process steps: What guidance expresses the sequence of events, steps, or phases of the task?

How are extended (multiple days) timelines and demonstrations of progress articulated?

d. Products: Given the activities within the task, what products, demonstrations, or performances

are expected during and/or at the end of the process? What information is provided about the

criteria used to judge student calculations, products, demonstrations, performances, etc.?

Scoring (TEACHER)

a. Scoring tools: How does the rubric classify different levels of performance, student work, etc.?

How is the overall score attained? How well are multiple dimensions aligned to the standards?

b. Scoring guidelines: How are the steps that are used to evaluate student products, performances,

etc., articulated? What guidance is provided to assign scores for incomplete work? How are

additional scoring personnel identified and trained? Given an overall score or

classification/performance level, how are examples, models, or demonstrations provided?

c. Score/Performance reporting: How are overall results reported back to the student? How are

scored results reported for all students?

Building

Template #5-Performance Task Framework

Performance Task Framework - Slo Process Page 2