McGraw-Hill Companies
How-To Article
How-To Articles > Assessment > Grades 6 - 8 > Crafting a Successful Performance Task
Grade Levels K - 2
Grade Levels K - 2
Grade Levels 3 - 5
Grade Levels 3 - 5
Grade Levels 6 - 8
Grade Levels 6 - 8
Grade Levels 9 - 12
Grade Levels 9 - 12
Kinesthetic Learner
Kinesthetic Learner
Visual Learner
Visual Learner
Auditory Learner
Auditory Learner
Technology Integration
Technology Integration

Crafting a Successful Performance Task

Designing effective performance assessment tasks requires thought and careful consideration. Learn how to craft a task that is both valid and meaningful for students.
Print this page Save this page E-mail this page
The Performance Task
The validity of a performance task is essential to creating meaningful assessments. Use the following criteria to evaluate each performance task prior to using it. (Download these criteria as a checklist.)
The task should be:
  • essential
  • integrative
  • engaging
  • activating
  • feasible
  • safe
  • equitable
 
 
The task should incorporate:
  • balance of group and individual work
  • appropriate structure
  • authentic product
  • authentic process
  • criteria to assess quality
  • models of excellent work available
  • self-assessment
  • outside assessment
  • feedback and revision loops
  • connection to the context of the curriculum
Format of a Task
There are five basic steps to follow when formatting a performance assessment task.
Step 1
Identify the main concepts and thinking skills you want to be the targets of the assessment. The task title may not be created until later. In a few works, state the background of the concept or topic being addressed.
Step 2
Identify the type of product you want the students to make. You may decide to give students options or let them select the format for the product.
Step 3
State the purpose the product is intended to have. For example, is it meant to inform, persuade, and/or motivate?
Step 4
Write the procedures the students will use. First, you may want to set the scene by giving students some background. The directions can be very specific or very open depending on the amount of structure the students need. A sample form follows these steps.
Step 5
Give the students some guidelines about the assessment. Explain that they will use classroom assessment lists and that they will be given models of excellent work.
 
Example of STEP 4

 
TITLE OF TASK__________________
 
BACKGROUND:  
 
TASK PRODUCT: 
 
PURPOSE: 
 
PROCEDURE: 
 
ASSESSMENT: 
 
 
 
 
Task-Related Help for Students
The teacher will keep the grades and other official information; the student should keep a log of the tasks that she or he completes.
 
Individual Log
If the student is given the freedom to choose the task product format and/or purpose, he or she should keep these records so that a variety of tasks are accomplished. The students should mark the tasks that they choose to save in the working folder in preparation for the final selection. The log should be an ongoing record of a student's involvement in pursuit of skills and literacy in the subject area.
The following is an example of the information that should be included in the student's log.
 
STUDENT LOG
NAME:
TASK TITLE:  
 
TYPE OF PRODUCT: 
PURPOSE OF TASK: 
 
DATE COMPLETED : 
OVERALL SELF-ASSESSMENT: 
 
 
Individual Task Management Plan
Students may not have experience with projects like performance assessment tasks. The individual task management plan will provide structure to the student so that he or she approaches the task in an organized, thoughtful manner. Students are asked to state the purpose of the task in their own words. Then they list the steps to accomplish the plan. The teacher may insert checkpoints with due dates to help ensure that the plan is carried out according to schedule.

The last task is for the student to identify problems or barriers to the completion of the task and consider solutions. When the plan is well done and complete, the student and teacher sign it. For some projects, parents may be asked to review the plan and sign it also. Students may not be specific enough in their action plans at first. Give them feedback about the quality of their plans and show them examples of well-done management plans.

 
INDIVIDUAL TASK MANAGEMENT PLAN
NAME:
 
DUE DATE:
 
TASK TITLE:  
 
TASK PRODUCT: 
 
TASK PURPOSE: 
 
LIST OF STEPS
(To accomplish task well and on time):
 
TARGET DATE:
BARRIERS TO COMPLETING THE TASK:
 
STRATEGIES TO GET AROUND THE BARRIERS:
 
SIGNED:
STUDENT_________________________
McGraw-Hill Education The McGraw-Hill Companies