THE COMMON CORE
Deconstructing Performance –Based Tasks
Presented By: Irina Kushnir
CHARACTERISTICS OF AN
EFFECTIVE PERFORMANCE TASK
Are open ended / demonstration
Have more than one way to answer correctly
Require active performance rather than passive reaction
Take longer to do than multiple choice tests
Use complicated grading; need a scoring guide or rubric
They are understanding transformed into action
Student centered /real life situations
Creation of a product
GOOD PERFORMANCE TASKS
Are clear and unambiguous
Set the parameters for what the answer should look like
Measure something important
Are not a simple substitute for a multiple-choice question
Require reasoning, synthesis, evaluation, higher-order thinking
Standard RI.5.2 (Key Ideas and Details)
TASK: Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the text.
Summarize the text of To Kill a Mockingbird and give details that
show two main ideas.
WHAT IS WRONG?
The question does not match the standard. The standard is
about informational text; the question is about literary text.
The question is asked in reverse order. It would be better to ask
for two main ideas first, with supporting details, and then for a
A SENSE OF URGENCY…WE MUST
TAKE STEPS RIGHT NOW TO:
Prepare students for the coming exams. Obviously, there is a big gap
between what CCLS will require and what is being asked today.
Reliance on traditional, simple, multiple-choice items is going to be
replaced with challenging performance tasks that require students to
demonstrate their knowledge and skills by:
• Explaining their thinking - justifying their
• Performing research - Integrating concepts
• Synthesizing new information -Building critical thinking
• Mastering real-world applications of new skills
Build sets of scaffolds for the more complex tasks so that what goes into the
overall performance is unpacked and made clearer
Define the scaffolds so students see an entry point into the complex task
Plan how to determine what scaffolds students need in order to be able to do the
complex task and outline the steps to get them to the higher levels of achievement
Not every student will enter the task at the same place!
Let’s read the text “Beauty and Body Image in the Media.”
ELA TASK:Standard RL.6.1 (Key Ideas and Details)
Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text
TASK: What is the text about and what inferences can you draw from
“Beauty and Body Image in the Media”? Quote accurately and explicitly
from the text.
Each is a constructed response item in its own right
• Text Structure
• For each paragraph, write what the author is saying, using your own words
• Take one of your statements and connect it to another one of your statements so
you see how two paragraphs relate to each other
• Take a third statement and connect it to the first two. How do the three relate to
• Find a paragraph that you think is especially important. Describe why you think it
is so important to understanding the meaning of the whole text?
Accuracy of Details; Relation to Concepts
• List five big details given in the text and link them to an inference or set of
inferences that they support
Each scaffold can be a formative assessment
Model – read each paragraph and have the teacher restate in their own
words. Then have the students try on their own for paragraph 2.
Determine importance of a specific paragraph because it connects to the
meaning of the entire text
Direct students where in the article/text you want students to pull the
GRADUAL RELEASE MODEL
SCAFFOLDS FOR ANY READING COMPREHENSION TASK
1. TEACHER MODEL
2. BREAK INTO CHUNKS
4. THINK ALOUDS
5. USE SENTENCE FRAMES (GUIDE STUDENT’S
6. NOTING INFORMATION
7. PLANNING THE RESPONSE (WRITTEN)
WHAT DO I NEED TO DO NOW?
• DEVELOP A PLAN TO HELP
STUDENTS GET READY FOR THE
CCLS AND THE ASSESSMENTS THAT