You are on page 1of 26

Engaging Classroom Assessments

The Making Standards Work Series


Performance Assessment Planning Template #1
Directions: Record your topic and unwrapped matching Priority and Supporting Standards below.
FIRST DRAFT
Grade Leel or Co!rse:
Step 1: Assessment Topic:
Assessment Title:
Appro"imate Time Allocated for Assessment:
A!t#ors:
Sc#ool$District$Cit%$State:
Steps & and ': Identif% and ()n*rap+ ,atc#ing Priorit% and S!pporting Standards
Directions: (Think of a unit of instruction. List standards by number and include the full tet here.
Then unwrap to identify what students need to know and be able to do. !nderline the key concepts
(important nouns and noun phrases" and circle or capitali#e the skills ($erbs". -old the Priority
Standards.
.!m/er Grade0Specific Standards
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page -
Directions: )reate a graphic organi#er. -old elements in concepts and skills that are from the Priority
Standards.
Step ': Grap#ic 1rgani2er of ()n*rapped+ Concepts and S3ills
Concepts: .eed to KNOW a/o!t 1111111111111111111111111111111111111
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page &
Directions: )ontinue completing your graphic organi#er.
Step ': Grap#ic 1rgani2er (Continued)
S3ills: -e Able to DO
2et to each skill3 write number in parentheses indicating approimate le$el of 4loom5s
Taonomy of thinking skills. Refer to 4loom5s Taonomy resource (pp. -6.7-.-".
Appro"imate
Leel of -loom4s
Ta"onom% S3ills and Related Concept5s6
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page 0
Directions: 8rite three to four 4ig 9deas based on the following guidelines:
9deas or enduring understandings students realize on their own during and;or after learning
concepts and skills
8hat do 9 want my students to remember long after they lea$e my classroom<
*ach 4ig 9dea promotes integrated3 conceptual understanding of the concepts;nouns
2on=udgmental3 succinct>a few words that demand a lot
8ritten in student?friendly format
Step 7: -ig Ideas from ()n*rapped+ Standards
18
&8
'8
78
Directions: 8rite three to fi$e *ssential @uestions based on the following guidelines:
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page A
Bpen?ended>based on unwrapped concepts and skills
Cuide instruction and assessment for all tasks
The 4ig 9deas are the students5 responses to the *ssential @uestions
The 4ig 9deas are the answers to the *ssential @uestions
8ritten in student?friendly format
Step 9: :rite Essential ;!estions ,atc#ed to -ig Ideas
18
&8
'8
78
98
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page D
Directions: )reate a brief synopsis of each task based on the following guidelines:
8hat are we going to do<
Plan an overview of the performance assessment
Ee$elop student understanding of the 4ig 9deas
Eifferentiate for $arying abilities
9nclude nonfiction writing in at least one task
Scaffold to build understanding of concepts and skills
Step <: S%nopsis of Tas3s=Road ,ap for Tas3s4 Design
Tas3
Degree of
Rigor=Leel
of -loom4s
Ta"onom%
Prod!ct or Performance=
:#at :ill St!dents Do>
Am I )sing a ?ariet% of
@no*ledge0Deepening
Actiities T#at Appeal to
a ?ariet% of Learners>
1
&
'
7
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page /
Directions: )omplete S@!+R*E as a standards?based planning tool for Task - based on the
following guidelines:
Eirectly align +3 apply3 to concepts and skills
9ntentionally design +3 apply3 to deli$er students to the 4ig 9deas
*pand on synopsis from Step / in +3 apply
Step A: Deelop Tas3s
TAS@ 1
S :#ic# standard5s6 5priorit%$s!pporting6 *ill t#is tas3 address>
; :#at Essential ;!estion5s6 and corresponding -ig Idea5s6 *ill t#is tas3 target>
) :#ic# (!n*rapped+ specific concepts and s3ills *ill t#is tas3 target>
A Bo* *ill t#e st!dents appl% t#e concepts and s3ills> :#at *ill t#e% do and$or prod!ce>
R :#at reso!rcesC instr!ctionC and information *ill st!dents need in order to complete t#e
tas3>
E :#at eidence of learning *ill I loo3 for to s#o* t#at I 3no* all of m% st!dents #ae
conceptually learned t#e concepts and s3ills=t#e standard5s6>
1. Students meet Proficient le$el or higher on Task - rubric.
2. Students respond to *ssential @uestion(s" with 4ig 9dea(s" in written or oral format.
3. Bther e$idence:
D Bo* can I differentiate t#e application and$or eidence to meet t#e ar%ing needs of m%
st!dents>
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page 6
Directions: )omplete a full description for Task - based on the following guidelines:
+n etension of + in S@!+R*E>the full details of what students will do in task
Format needs to be student?friendly3 because students recei$e a copy of this description and
accompanying scoring guide to complete each task (if de$elopmentally appropriate"
Gay use bulleted list3 narrati$e3 or a combination of both to con$ey directions to students
+ detailed3 full description will ensure hand?to?glo$e alignment to task scoring guide (Step -'"
TAS@ 1 (Continued)
F!ll Description
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page .
Directions: )omplete a student?friendly scoring guide based on the following guidelines:
Language that is specific
Language that is measurable
Language that is observable
Language that is understandable
Language that is matched to task directions
Step 1D: Deelop Scoring G!ides 5R!/rics6
TAS@ 1
Exemplary (Second3 determine these criteria."
Geets all of the Proficient criteria plus:

ro!icient (4egin here when identifying criteria. !se as foundation for the remaining proficiency
le$els."

% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments


+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page (
TAS@ 1 (Continued)
Scoring G!ide
rogressing
Geets 11111 of the Proficient criteria
"eginning
Geets fewer than 11111 of the Proficient criteria
2eeds help with Task -
Teacher5s e$aluation:
)omments regarding student5s performance:
Self0C#ec3 Eo!r :or3
Eid 9 begin with proficiency criteria<
Eo 9 ha$e hand?to?glo$e alignment with task reHuirements<
9s any of my wording sub=ecti$e< )an 9 be more specific<
Eid 9 include beha$iors and;or procedures on an academic rubric<
Eid 9 make it student?friendly< Paragraph has . . . $ersus Student5s paragraph has . . . <
+re my epectations clear to my students< Eid 9 read it from my students5 perspecti$e<
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page -'
Directions: )omplete S@!+R*E as a standards?based planning tool for Task & based on the
following guidelines:
Eirectly align +3 apply3 to concepts and skills
9ntentionally design +3 apply3 to deli$er students to the 4ig 9deas
*pand on synopsis from Step / in +3 apply
Step A: Deelop Tas3s
TAS@ &
S :#ic# standard5s6 5priorit%$s!pporting6 *ill t#is tas3 address>
; :#at Essential ;!estion5s6 and corresponding -ig Idea5s6 *ill t#is tas3 target>
) :#ic# (!n*rapped+ specific concepts and s3ills *ill t#is tas3 target>
A Bo* *ill t#e st!dents appl% t#e concepts and s3ills> :#at *ill t#e% do and$or prod!ce>
R :#at reso!rcesC instr!ctionC and information *ill st!dents need in order to complete t#e
tas3>
E :#at eidence of learning *ill I loo3 for to s#o* t#at I 3no* all of m% st!dents #ae
conceptually learned t#e concepts and s3ills=t#e standard5s6>
1. Students meet Proficient le$el or higher on Task & rubric.
4. Students respond to *ssential @uestion(s" with 4ig 9dea(s" in written or oral format.
5. Bther e$idence:
D Bo* can I differentiate t#e application and$or eidence to meet t#e ar%ing needs of m%
st!dents>
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page --
Directions: )omplete a full description for Task & based on the following guidelines:
+n etension of + in S@!+R*E>the full details of what students will do in task
Format needs to be student?friendly because students recei$e a copy of this description and
accompanying scoring guide to complete each task3 if de$elopmentally appropriate
Gay use bulleted list3 narrati$e3 or a combination of both to con$ey directions to students
+ detailed3 full description will ensure hand?to?glo$e alignment to task scoring guide (Step -'"
TAS@ & (Continued)
F!ll Description
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page -&
Directions: )omplete a student?friendly scoring guide based on the following guidelines:
Language that is specific
Language that is measurable
Language that is observable
Language that is understandable
Language that is matched to task directions
Step 1D: Deelop Scoring G!ides 5R!/rics6
TAS@ &
Exemplary (Second3 determine these criteria."
Geets all of the Proficient criteria plus:

ro!icient (4egin here when identifying criteria. !se as foundation for the remaining proficiency
le$els."

% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments


+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page -0
TAS@ & (Continued)
Scoring G!ide
rogressing
Geets 11111 of the Proficient criteria
"eginning
Geets fewer than 11111 of the Proficient criteria
2eeds help with Task &
Teacher5s e$aluation:
)omments regarding student5s performance:
Self0C#ec3 Eo!r :or3
Eid 9 begin with proficiency criteria<
Eo 9 ha$e hand?to?glo$e alignment with task reHuirements<
9s any of my wording sub=ecti$e< )an 9 be more specific<
Eid 9 include beha$iors and;or procedures on an academic rubric<
Eid 9 make it student?friendly< Paragraph has . . . $ersus Student5s paragraph has . . . <
+re my epectations clear to my students< Eid 9 read it from my students5 perspecti$e<
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page -A
Directions: )omplete S@!+R*E as a standards?based planning tool for Task 0 based on the
following guidelines:
Eirectly align +3 apply3 to concepts and skills
9ntentionally design +3 apply3 to deli$er students to the 4ig 9deas
*pand on synopsis from Step / in +3 apply
Step A: Deelop Tas3s
TAS@ '
S :#ic# standard5s6 5priorit%$s!pporting6 *ill t#is tas3 address>
; :#at Essential ;!estion5s6 and corresponding -ig Idea5s6 *ill t#is tas3 target>
) :#ic# (!n*rapped+ specific concepts and s3ills *ill t#is tas3 target>
A Bo* *ill t#e st!dents appl% t#e concepts and s3ills> :#at *ill t#e% do and$or prod!ce>
R :#at reso!rcesC instr!ctionC and information *ill st!dents need in order to complete t#e
tas3>
E :#at eidence of learning *ill I loo3 for to s#o* t#at I 3no* all of m% st!dents #ae
conceptually learned t#e concepts and s3ills=t#e standard5s6>
1. Students meet Proficient le$el or higher on Task 0 rubric.
2. Students respond to *ssential @uestion(s" with 4ig 9dea(s" in written or oral format.
3. Bther e$idence:
D Bo* can I differentiate t#e application and$or eidence to meet t#e ar%ing needs of m%
st!dents>
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page -D
Directions: )omplete a full description for Task 0 based on the following guidelines:
+n etension of + in S@!+R*E>the full details of what students will do in task
Format needs to be student?friendly because students recei$e a copy of this description and
accompanying scoring guide to complete each task3 if de$elopmentally appropriate
Gay use bulleted list3 narrati$e3 or a combination of both to con$ey directions to students
+ detailed3 full description will ensure hand?to?glo$e alignment to task scoring guide (Step -'"
TAS@ ' (Continued)
F!ll Description
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page -/
Directions: )omplete a student?friendly scoring guide based on the following guidelines:
Language that is specific
Language that is measurable
Language that is observable
Language that is understandable
Language that is matched to task directions
Step 1D: Deelop Scoring G!ides 5R!/rics6
TAS@ '
Exemplary (Second3 determine these criteria."
Geets all of the Proficient criteria plus:

ro!icient (4egin here when identifying criteria. !se as foundation for the remaining proficiency
le$els."

% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments


+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page -6
TAS@ ' (Continued)
Scoring G!ide
rogressing
Geets 11111 of the Proficient criteria
"eginning
Geets fewer than 11111 of the Proficient criteria
2eeds help with Task 0
Teacher5s e$aluation:
)omments regarding student5s performance:
Self0C#ec3 Eo!r :or3
Eid 9 begin with proficiency criteria<
Eo 9 ha$e hand?to?glo$e alignment with task reHuirements<
9s any of my wording sub=ecti$e< )an 9 be more specific<
Eid 9 include beha$iors and;or procedures on an academic rubric<
Eid 9 make it student?friendly< Paragraph has . . . $ersus Student5s paragraph has . . . <
+re my epectations clear to my students< Eid 9 read it from my students5 perspecti$e<
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page -.
Directions: )omplete S@!+R*E as a standards?based planning tool for Task A based on the
following guidelines:
Eirectly align +3 apply3 to concepts and skills
9ntentionally design +3 apply3 to deli$er students to the 4ig 9deas
*pand on synopsis from Step / in +3 apply
Step A: Deelop Tas3s
TAS@ 7
S :#ic# standard5s6 5priorit%$s!pporting6 *ill t#is tas3 address>
; :#at Essential ;!estion5s6 and corresponding -ig Idea5s6 *ill t#is tas3 target>
) :#ic# (!n*rapped+ specific concepts and s3ills *ill t#is tas3 target>
A Bo* *ill t#e st!dents appl% t#e concepts and s3ills> :#at *ill t#e% do and$or prod!ce>
R :#at reso!rcesC instr!ctionC and information *ill st!dents need in order to complete t#e
tas3>
E :#at eidence of learning *ill I loo3 for to s#o* t#at I 3no* all of m% st!dents #ae
conceptually learned t#e concepts and s3ills=t#e standard5s6>
1. Students meet Proficient le$el or higher on Task A rubric.
2. Students respond to *ssential @uestion(s" with 4ig 9dea(s" in written or oral format.
3. Bther e$idence:
D Bo* can I differentiate t#e application and$or eidence to meet t#e ar%ing needs of m%
st!dents>
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page -(
Directions: )omplete a full description for Task A based on the following guidelines:
+n etension of + in S@!+R*E>the full details of what students will do in task
Format needs to be student?friendly because students recei$e a copy of this description and
accompanying scoring guide to complete each task3 if de$elopmentally appropriate
Gay use bulleted list3 narrati$e3 or a combination of both to con$ey directions to students
+ detailed3 full description will ensure hand?to?glo$e alignment to task scoring guide (Step -'"
TAS@ 7 (Continued)
F!ll Description
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page &'
Directions: )omplete a student?friendly scoring guide based on the following guidelines:
Language that is specific
Language that is measurable
Language that is observable
Language that is understandable
Language that is matched to task directions
Step 1D: Deelop Scoring G!ides 5R!/rics6
TAS@ 7
Exemplary (Second3 determine these criteria."
Geets all of the Proficient criteria plus:

ro!icient (4egin here when identifying criteria. !se as foundation for the remaining proficiency
le$els."

% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments


+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page &-
TAS@ 7 (Continued)
Scoring G!ide
rogressing
Geets 11111 of the Proficient criteria
"eginning
Geets fewer than 11111 of the Proficient criteria
2eeds help with Task A
Teacher5s e$aluation:
)omments regarding student5s performance:
Self0C#ec3 Eo!r :or3
Eid 9 begin with proficiency criteria<
Eo 9 ha$e hand?to?glo$e alignment with task reHuirements<
9s any of my wording sub=ecti$e< )an 9 be more specific<
Eid 9 include beha$iors and;or procedures on an academic rubric<
Eid 9 make it student?friendly< Paragraph has . . . $ersus Student5s paragraph has . . . <
+re my epectations clear to my students< Eid 9 read it from my students5 perspecti$e<
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page &&
Directions: Re$iew your planned performance tasks and find standards and indicators in other
content areas that connect to those tasks and list them below.
Step F: Identif% Interdisciplinar% Standards (completed after task de$elopment"
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page &0
Directions: )omplete S)R+P as a planning tool for your *ngaging Scenario.
Step G: Create Engaging Scenario
Bo* :ill Eo! Engage St!dents in a Real0Life C#allenge T#at Cone%s t#e
Releanc% of t#e Targeted Content and S3ills and Ac3no*ledges an A!dience>
S :#at is t#e sit!ation>
C :#at is t#e c#allenge>
R :#at role5s6 does t#e st!dent ass!me>
A :#o is t#e a!dience 5prefera/l% an e"ternal a!dience6>
P :#at is t#e prod!ct or performance t#e st!dent *ill demonstrate and$or create>
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page &A
Directions: 8rite your full *ngaging Scenario in the space below.
Engaging Scenario
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page &D
% &''( by The Leadership and Learning )enter *ngaging )lassroom +ssessments
+ll rights reser$ed. )opy only with permission. Performance +ssessment Planning Template ,-
.//.0((./'-( Page &/