1. Running head: PERFORMANCE TASK: FORCE AND MOTION 1
Performance Task Assessment for Force and Motion Unit
Danielle Kawcak
Walden University
Dr. Trautman
EDUC 6731
May 25, 2014

2. PERFORMANCE TASK: FORCE AND MOTION 2
Performance Task Assessment for Force and Motion Unit
This force and motion unit is highly engaging for all students as it is self-differentiating
and driven by collaborative learning. There are few overarching goals for the unit that highlight
collaboration, trial and error as well as learning through questioning and research. As students
progress through the unit, they will reflect on their learning and continue to grow from those
reflections. This process of learning fosters an understanding that not all accomplishments are
easily made but rather persistence, deep reflection and thorough collaboration aide in yielding
success.
GRASPS Scenario
Goal:
The challenge is to plan, design and build a safe, efficient slide for a new slide park that will be
built in town.
Role:
Your job is to work collaboratively with your teacher, an investor and, if desired, a collaborative
group of peers to develop a plan and prototype for a slide that will efficiently and safely
encourage the movement of an object (given) beyond a specific distance.
Audience:
You need to convince your investor (community leader) that the draft plan of your slide will be
efficient in moving the object with the materials you are requesting funding for. Additionally,
you may need to further convince your investor that your slide design is based on a rationale of
your understanding about force and motion. Beyond the collaboration exhibited with the
investor, you will need to develop a representation of your learning to present to other

3. PERFORMANCE TASK: FORCE AND MOTION 3
community members. This will allow community members to develop and understanding of the
rationale of slide formations that will be in the park.
Situation:
The context you find yourself in is a position of creativity, risk and important decision-making.
This context is also one of empowerment through collaboration and representation in the
community.
Product, Performance and Purpose:
You need to develop a draft plan of a slide based on your knowledge of force and motion in
order to seek funding to build the prototype slide.
You need to purchase necessary materials with funding in order to build the slide and further
reflect on its efficiency and rationale.
You need to collaborate with peers, teachers and investor to develop revisions, alternations and
improvements to be made on constructed prototype.
You need to develop a representation of your learning process to collaboratively present to
community members in order to communicate effectiveness, rationale and process behind your
slide prototype production.
Standards and Criteria for Success:
A successful result will encourage the movement of the given object a distance of _____
(counters) from the top of the slide.
A successful result will yield a clear, thorough rationale behind slide formation and materials
used as well as a clear representation of the learning process involved in slide production.
Standards Addressed:
Social Studies: Economics-

4. PERFORMANCE TASK: FORCE AND MOTION 4
3.2 Discuss how purchases can be made to meet wants and needs. (PFL)
Math: Shape, Dimension and Geometric Relationships-
4.1 Shapes can be described by characteristics and position and created by composing and
decomposing.
4.2 Measurement is used to compare and order objects.
Science: Physical Science-
1.1 Objects can move in a variety of ways that can be described by speed and direction
Reading, Writing and Communicating: Oral Expression and Reasoning, Research and
Reasoning-
1.1 Oral communication skills are built within a language-rich environment
4.3 Quality of thinking depends on the quality of questions
Enduring Understandings:
1. Investigation incorporating trial and error leads to discoveries about relationships that can be
used to modify designs when exploring cause and effect.
2. Financially responsible people understand how to balance and use resources efficiently.
3. Well-designed products are more likely to increase successful performance and allow the
product to be more marketable.
4. Communicating with descriptive/technical language facilitates effective collaboration to
maximize designs.
5. Differences in attributes determine changes in the motion of objects.
6. The act of pushing and pulling alters the motion of an object due to competing forces that can
be measured.
Essential Questions:

5. PERFORMANCE TASK: FORCE AND MOTION 5
1. Why do people need to communicate effectively?
2. How do people balance wants and needs?
3. How can communication and collaboration impact the design process?
4. Why are shapes important in our world?
5. How does asking questions help you understand your world?
6. Why do we use trial and error?
7. What do we do when something does not work?
8. How does measurement help us understand our world?
9. Why is it important to measure distances/objects?
Authenticity and Engagement:
This performance-based assessment is highly engaging due to the core reality that there is
a large amount of differentiation built in to the process. Students are given the opportunity to
engage in the challenge in collaborative groups, peer partnerships or individually. As Lisa
Almeida highlights the importance of incorporating cooperative learning opportunities in
educating English Language Learners, I believe it would be agreed upon by many that this is
beneficial for all learners (Almeida, 2007). Additionally, Almeida points out the opportunities
for students to represent their learning non-linguistically. This ideal directs me to the
representation of learning students will produce to present to community members. Allowing
students to represent their learning cooperatively in a variety of ways will engage students in a
process of understanding of their own while correlating it directly to the learning of the group.
21st
Century Skills Implementation:
Throughout this unit of study, I believe that all of the 21st
skills will be addressed but
there are a few that will be deeply explored as learning opportunities are experienced and

6. PERFORMANCE TASK: FORCE AND MOTION 6
students progress in their learning. Of the five Colorado 21st
Century Skills, self-direction,
collaboration, and invention will be thoroughly engaging aspects of this unit. Students will begin
with self-direction skills as they decide whether or not they will work with other students on the
project. From this point, students will determine what they already know about force and motion
and slides specifically. They will develop their own plan for learning based on their current
knowledge and further drive their learning from that point. As students progress throughout the
unit, the nature of trial and error built into the unit will encourage self-direction as they will have
to critically think about improvement that can be made to their product, how those changes will
need to be made and what materials (if any) will need to be used for such alternations. The
collaboration amongst students, teachers and community members throughout the unit is evident
and pertinent in students developing the 21st
Century skill of collaboration. Additionally, this
unit naturally lends to the skill of invention. Students will be encouraged to use imagination and
creativity for their invention to develop an understanding of their potential as inventors.
Self-Assessment:
Students will be consistently self-assessing their learning. Within their groups, students
will meet as a group, devise plans, act upon those plans then come back together to reflect and
assess their learning and growth. This collaboration not only encourages students to self-assess
but it also lends to the concept of deep, thorough reflection within their learning groups. Just as
Anne Davies presents in Ahead of the Curve, it is crucial that students “collect, select, reflect and
present evidence of learning” (Davies, A., 2007, pg. 48). This highlights the purpose of having
students collaboratively reflect on their learning process as well as present their learning process
to members of the community.

7. PERFORMANCE TASK: FORCE AND MOTION 7
The facets of this performance task lead to differentiation for all learners and engagement
by encouraging students with different learning styles. There are opportunities for students to
use their learning throughout this unit in a variety of settings and situations beyond their slide
creation. Students will be able develop enduring understandings that they will be able to build
upon and transfer throughout many life experiences.

8. PERFORMANCE TASK: FORCE AND MOTION 8
References
Almeida, L. (2007). Ahead of the curve: The journey toward effective assessment for english
language learners. Bloomington, IN: Solution Tree Press.
Colorado Department of Education. (1999-2008). Unit of academic standards. Retrieved from
http://www2.cde.state.co.us/scripts/allstandards/costandards.asp.
Davies, A. (2007). Ahead of the curve: Involving students in the classroom assessment process.
Bloomington, IN: Solution Tree Press.
McTighe, J. & Wiggins, G.. (2004). Understanding by design: Professional development
workbook. Alexandria, VA: ASCD.

9. Running head: PERFORMANCE TASK: FORCE AND MOTION 9
Walden University M.S. in Education Program
Formative Evaluative Criteria for Applications and Reflective Essays
Quality of Work
Submitted
Work reflects
graduate-level
critical,
analytical
thinking.
A: Exemplary
Work
A = 4.00 (60)
A- = 3.75 (55)
All of the
previous, in
addition to the
following:
B: Graduate
Level Work
B+ = 3.50 (50)
B = 3.00 (45)
B- = 2.75 (40)
All of the
previous, in
addition to the
following:
C: Minimal Work
C+ = 2.50 (35)
C = 2.00 (30)
C- = 1.75 (25)
F: Work
Submitted but
Unacceptable
F = 1.00
Adherence to
Assignment
Expectations:
The extent to
which work
meets the
assigned
criteria.
All parts of the
assignment
exceed
expectations.
All parts of the
assignment are
completed.
Most parts of
assignment are
completed.
The assignment
does not fulfill the
expectations.
Integrates
additional
material and/or
information.
Topics are fully
developed.
Topics are not
fully developed.
Key components
are not included.
The work is
presented in a
thorough and
detailed manner.
The work is
presented in an
appropriate
manner.
The work is
presented with
minimal detail.
The work is
presented with no
detail.
Demonstrates
exceptional
breadth and
depth.
Demonstrates
appropriate
breadth and
depth.
Demonstrates
minimal depth
and breadth.
Work lacks
breadth and
depth.
Assimilation
and Synthesis of
Ideas:
The extent to
which the work
reflects the
student’s ability
to understand
the assignment’s
purpose and
analyze material
in videos,
Demonstrates
the intellectual
ability to
explore and/or
implement key
instructional
concepts.
Demonstrates a
clear
understanding of
the assignment’s
purpose.
Shows some
degree of
understanding of
the assignment’s
purpose.
Shows a lack of
understanding of
the assignment’s
purpose.
Demonstrates
insightful
reflection and/or
critical thinking.
Demonstrates
careful
consideration of
key instructional
concepts.
Generally applies
theories,
concepts, and/or
strategies
correctly.
Does not apply
theories,
concepts, and/or
strategies.

10. Running head: PERFORMANCE TASK: FORCE AND MOTION 10
readings,
discussions, and
apply presented
strategies.
Sources may
include, but are
not limited to,
scholarly
articles,
collegial
discussions, and
information
from
conferences, in
service, faculty
development,
and/or meetings.
To receive an A
paper, you must
use outside
sources.
Provides an in-
depth analysis
that is critical
and discusses
implications for
education.
Provides an
appropriate
analysis that
should be more
in-depth.
Ideas are unclear
and/or
underdeveloped.
Does not provide
an analysis.
Includes
information
from all the
required course
videos and/or
readings to
support major
points.
Includes specific
information from
course videos or
required readings
to support major
points. See
assignment below
for all required
resources.
Minimally
includes specific
information from
course videos or
required readings.
Does not include
specific
information from
course videos or
required readings.
Demonstrates
exceptional
inclusion of
major points,
using creditable
outside sources.
Does not use a
creditable outside
source to support
major points or
analysis
All ideas are not
supported by the
literature with
appropriate
citations and does
not use an outside
source
Does not use any
appropriate
source to support
ideas or analysis.
Paper lacks any
citations or
references.
Written
Expression and
Formatting:
The extent to
which scholarly,
critical,
analytical
writing is
presented in
APA format,
that is written in
standard edited
English with
correct
grammar,
mechanics,
spelling,
organization,
etc.
The paper
represents
scholarly
writing.
The paper is well
organized and
represents good
writing.
The paper
somewhat
represents mature,
scholarly,
graduate-level
writing.
The quality of
writing is not
acceptable for
graduate level
work.
Correct APA
formatting and
style always
used throughout.
Correct APA
formatting is
mostly used.
APA formatting
is generally
followed.
The APA
formatting is not
acceptable for
graduate level
work.
The work is
unified around a
central purpose
with well-
developed ideas.
Ideas are clearly
and concisely
expressed.
Ideas are not
clearly and
concisely
expressed.
Major points do
not reflect
appropriate
elements of
communication.

11. Running head: PERFORMANCE TASK: FORCE AND MOTION 11
The work is
logically
organized in
paragraph
structure with
clear transitions.
Elements of
effective
communication,
such as an
introduction and
conclusion, are
included.
Elements of
effective
communication,
such as an
introduction and
conclusion, are
not included.
There is no effort
to express ideas
clearly and
concisely using
the elements of
effective
communication.
Work is written
in compelling
and effective
standard edited
English.
Work is written
in standard edited
English.
Work is poorly
written, much in
non-standard
English, and not
sufficiently
edited.
Work is not
written in
standard English
and not
acceptable for
graduate level
work.
Sentences are
effective,
varied, clear,
and concise,
with powerful
expression
evident.
Few, if any,
grammatical or
mechanical
errors.
Work contains
more than a few
grammatical or
mechanical
errors.
Work contains
many
grammatical or
mechanical errors,
making it difficult
to understand.
Grade: A Comments:
There are
important APA
and Walden
University
requirements
that must be
followed for
every paper:
1. Correctly formatted title page.
2. Correctly formatted running head and pagination.
3. The use of Times New Roman, 12-point font only, every line double-
spaced, and one-inch margins on all four sides.
4. APA essay style writing (except where explicitly stated), including an
introductory paragraph that explains the purpose of the assignment
with a well-formulated thesis statement; a body of evidence and
analysis; and a concluding paragraph that summarizes your ideas and
discusses the educational implications.
5. Citations/reference entries for every idea/concept presented – even
your own.
6. Correctly written reference entries.
Use of at least half of the required resources & one outside source.
It is expected that all applications and reflective essays will be submitted according to the
assignment due dates indicated. Exceptions may be made at the discretion of the faculty member
if contacted by the student prior to the due date describing extenuating circumstances. Updated:
7-3-2012