Performance Tasks- Following Step

Last week, I expounded on the next step in the concept-based learning process- generalizations. Generalizations consist of facts, topics, and concepts, all summed up in one simple statement, which is stated by combining two concepts. This week, we are going to take it one more step farther and add performance tasks to the concept-based process.

What exactly is a performance task and how does it relate to concept-based instruction? Performance tasks are the end assessment that show what the students have learned through the content, concepts, and generalizations taught in the unit. Performance tasks are not simply a worksheet and they are not a mere activity that focuses on one part of the unit. Performance tasks should reflect authentic learning by relating to previous learning experiences, being creative, providing clear criteria and intriguing options, and summing up all the skills, concepts and generalizations of the unit.

From the statement above, performance tasks have to be authentic. What does this mean? I have found a great, great blog that dives into what it means to create an authentic performance task and how fun it can be for students and for the teacher!(listed at the end) On this blog, the GRASPS acronym is listed which lays out all the necessities and components that are needed in creating an authentic performance task. One important part of this acronym that I would like to point out is the R which stands for the role that the students will play in the performance task. This part is where the creativity is sparked! Students can chose a role, such as an artist, journalist, or architect to take on in the performance task and let their creativity flow, producing quality and deep work.

Before we take a look at examples of authentic performance tasks, I want to share a quote from the blog I found: "We have yet to have a student not want to complete a performance task...are they easy for students? Well, we think they are challenging as the ones we design are usually cross-curricular, so students have to draw on knowledge from a variety of sources." Isn't that awesome that students are so excited and interested in performance tasks versus being bored or not wanting to complete a worksheet? Isn't it awesome that cross-curriculum can be incorporated into performance tasks versus just a worksheet on the particular topic/subject?

Now, let's take a look at some awesome, authentic performance tasks! There are so many great examples of different performance tasks that this blog has to share. One that stuck out to me was based on the standard 2nd Grade CCSS Math MD.2 and MD.4 (measuring lengths and comparing measurements), in which students had an option on whether they wanted to take on the role of a fashion designer, architect, or landscape designer. They had to draw a picture, focusing on Washington, D.C. (incorporating social studies), in which they took the measurements of different items that they drew. Here, we have a performance task that gives options, requires creativity, reflects on the standard and generalization covered, and is clear but with room for thinking outside of the box. It is an authentic performance task.

Performance tasks are essential in assessing the students' knowledge and understanding of the unit covered and allow for higher student thinking and creativity, resulting in a fun, productive learning environment. Performance tasks are also important to the concept-based learning process, as they are the completion to the concept-based unit, tying facts, topics, concepts, and generalizations learned from the unit all together.

So, check out this awesome blog and look through more great examples of performance tasks!
http://allthingsupperelementary.blogspot.com/2013/03/Authenticperformancetasks-2brainyapples.html