Performance Task Ac vity Stage 2: Summa ve Assessments

For this assignment, please use the Table provided below to develop a Performance Task for students using the following
steps:
• Choose one of the Common Core Standards that you have addressed in your small group in class and Performance
Ac vity Stage 1 and record on the table below it in sec on 1).
• Create speci c objec ves about what you want your students to have mastered by the end of your teaching and record
it in sec on 2). You may use the Lesson Objec ves from your Performance Task Stage #1, or you may want to expand
them so they have a broader scope for a whole unit.
• Use the Performance Task Table below to iden fy your answers for 3) and 4), recognizing that now, you are not
planning a one day lesson that you will need to assess but an en re unit. Your assessment with be a major
Performance Task that will need to give students a way to robustly express their learning.
• Once you have gured out what kind of learning is required and what type of assessment method should be used,
develop a Performance Task in 5). What will you have students do to give you evidence that they have mastered the
objec ve? What informa on/teaching do you need to provide to prepare students for their Performance Task?
• Once you have created a Performance Task, develop a rubric using the rubric provided that has at least 3 di erent ways
you will measure the level of your student’s mastery. See rubric for this assignment below as a sample. This rubric
should NOT be the same as the one you completed for Performance Task Stage 1 because it is a di erent assignment.
• Once you have nished, please scroll down and perform a self-assessment using the rubric that I have provided. If you
don’t like the score you have given yourself, consider using the rubric to help you redo the aspects of the assignment
that weren’t as strong.
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 Performance Task Stage 2 Ac vity Table

1) CA State Standards that apply to the unit : Grade 4 - write opinion pieces on topics or text suppor ng appointed be with reasons and
informa on. A. Introduce the topic or text clearly say in opinion and create an organiza onal structure In which related ideas our group to
support the writers purpose B. They are supported by facts and details C. Opinion and reasons using words and phrases example for
instants in order to in addi on D. Provide a concluding statement or sec on related to the opinion presented

2) Objec ves of Unit (at least 3)

(What exactly needs to be assessed? What learning do you want to know your students have mastered?)
Example: “By the end of this unit, the students will have mastered…”
- “By the end of this unit, the students will have mastered the ability to use inferences by reading the chapter of a book and coming up with predic ons for that chapter by
using evidence from previous chapters as well.
- “By the end of this unit, the students will have mastered the ability to state their opinions and correctly use linking words to jus fy their opinions while add suppor ng
evidence from the text.
- “By the end of this unit, the students will have mastered the ability to organize their paragraph with an introduc on, opinion, explana on, and conclusion in the proper
format.

3) What kind of learning does this unit primarily require?

Look at the table below to consider the categories (Knowledge Mastery, Reasoning Pro ciency, Performance Skills, Ability to Create Product-see table below for
clari ca on). What kind(s) of learning does this unit engage? Please unpack why you think so, giving speci c things the students will be learning as illustra ons of your
ra onale.
Knowledge mastery is the learning unit that is engaged in this unit. The students will be crea ng opinions based on evidence and make predic ons based on the evidence
as well. They will then have to support their opinions and predic ons with previous informa on from the text they have read. They will also ave to organize all of that
informa on with an introduc on and a conclusion in the correct order.

4) Summa ve Assessment Method:

What kind of assessment should be used to assess the learning you are hoping to engender. (See table below to consider the categories: Selected Response, Essay,
Performance Assessment, Personal Communica on) Please make sure to give the ra onale of your thinking in terms of why you think that assessment will most e ec vely
measure if students have mastered your objec ve.
The kid of assessment that will be used is an essay. The students will be asked to create a predic on based on what they have read so far and based on the next chapter
tle of the book. They will have to support their predic ons with evidence from the previous text and an explana on for why they predic ve what they did. They will also
have to provide an introduc on and conclusion.
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 5) Performance Task
What will the Performance Task be?
The rst performance task will be to start brainstorming ideas as a class. Everyone will write down some predic ons that they have for the next chapter and we will discuss
everyone’s predic ons and opinions as a class. Then we will move onto the next step which is for each student to select what they want their predic on to be and start
gathering evidence on why they think that from the text. Next they will start to create the two di erence sentences and connec ng those two sentences with connec ng
words. Finally, they will create an introduc on and conclusion sentences. These are all created on separate days.

What informa on/learning do you need to provide your students to prepare them for this task? What stages might you need to use to sca old the assignment? Please
write your direc ons out as you would explain and sca old their task:
To start this unit we will talk about what a predic on is and how we can make predic ons about books. Then we will start talking about the correct book we are reading so
that the kids can have an example of predic ons from mul ple books. The next thing they need to learn is transi on words and how to use them. We will have a lesson on
the di erent words you can use between sentences like next, then, a er, or nally. Lastly, I will teach the kids about introduc on sentences and conclusion sentences and
we will go over some examples from other texts on what they look like.

How will you prepare your students to conduct the Performance Task? Do you need to provide them with anything? What is the me frame you need to give them? How
will you explain it to the students?
I will prepare the students at the beginning of the unit by telling them all the things we have planned for wri ng based on the book we have been reading as a class. I will
also tell them how it I know it looks super big bit let me show you how we are going to break this down. I will tell them the di erent tasks we will be preforming week by
week and then tell them in detail what tasks they will need to complete this week. This will hopefully show them that they can conquer a big project by taking it in ny
chunks. A er each week I will assess the di erent piece of wri ng that was due that week and then let them know how they did so they can move onto the next piece.
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 6) Assessment Tool:
Please create a rubric to assess your student’s work using the template provided here. (You can use the rubric for this assignment below as a reference to cut and paste
your own scoring onto. Please have at least 3 categories that you will score your students about and at least three levels of points that you will score them by).

Assignment Title:
Scoring: 1 point 2 points 3 points
Category 1
3 points - “By the end of this unit, the students will have mastered the ability to organize their paragraph with an introduc on, opinion,
explana on, and conclusion in the proper format.
2 points - the student will have most parts of the paragraph included but not in order
1 point - the student is missing parts of the paragraph and it is not in order

Category 2
3 points - “By the end of this unit, the students will have mastered the ability to state their opinions and correctly use linking words to jus fy
their opinions while add suppor ng evidence from the text.
2 points - the student will state their opinions and add evidence from the text but there will be no linking words
1 point - the student is missing two out of the three requirements (opinions, evidence, or linking word)

Category 3
3 points - “By the end of this unit, the students will have mastered the ability to use inferences by reading the chapter of a book and coming up
with predic ons for that chapter by using evidence from previous chapters as well.
2 points - the student can come up with predic ons but may not nd the evidence to support them
1 point - the student cannot come up with a predic on that is reasonable to the readings

Total: 9

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 Performance Task Grading Rubric

Insu cient Poor Sa sfactory Good Excellent Total
2.9 and below 3.0-3.4 3.5-3.9 4-4.4 4.5-5

Standard/ Failure to create Poorly wri en Adequate objec ve Clear, meaningful Clear, richly
Objec ve objec ve that will objec ve that will not that will produce objec ve that will meaningful objec ve
(Sec on 1 and 2) impact student likely produce growth some growth in produce solid that will produce
knowledge or skill in student knowledge student knowledge growth in student signi cant growth in
that matches the or skill and/or that or skill that knowledge or skill student knowledge or
chosen standard does not match the somewhat matches that matches the skill that matches the
chosen standard the chosen chosen standard chosen standard
standard well excellently
Chosen Task Failure to select a Poor selec on of Sa sfactory Strong selec on of Excellent selec on of
(Sec on 3) Performance Task Performance Task that selec on of Performance Task Performance Task
that perfectly only matches the Performance Task that matches the that perfectly
matches the objec ves on a limited that matches the objec ves very well matches the
objec ves level objec ves objec ves
11.9 and below 12-13.9 14-15.9 16-17.9 18-20

Performance Failure to provide Task is poorly Task is somewhat Task is crea ve and Task is extremely
Task Quality a su cient sca olded, with sca olded, with well-sca olded, crea ve and well-
(Sec on 5) Performance Task inadequately a ainable steps with clear, sca olded, with very
constructed steps that challenging clear, rigorous, and
are either too easy or a ainable goals a ainable steps
too hard
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 Assessment Unhelpful or non- inadequate evalua on Adequate Strong evalua on Excellent evalua on
Tool existent tool that will produce evalua on tool that tool that will tool that will produce
(Sec on 4 and 6) evalua on tool li le meaningful will produce some produce valuable valuable, nuanced
that will not informa on about helpful informa on informa on about informa on about
produce student mastery levels about student student mastery student mastery
informa on about mastery levels levels levels
student mastery
levels
Point Chart: Comments: Final
45-50 A Score:
40-44.9 B
35-39.9 C
30-34.9 D
29.9 and
below: Not yet!
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