Reading & Writing GPS
Performance Tasks
Student Checklists
Rubrics
Georgia Reading First
2 nd Annual
Struggling Readers Conference
Classic Center, Athens, GA
September 6 & 7, 2007
KBA Kay Burke & Associates, LLC www.kayburke.com

TYPE OF
ASSESSMENT
FOCUS
• Knowledge
• Curriculum
•
Skills
FEATURES
Classroom Assessments
• Tests
• Quizzes
• Assignments
Standardized Tests
• Norm-Referenced
• Criterion-Referenced
• Process
• Product
•
Growth
• Growth and
Development
• Reflection
• Goal Setting
• Self-Evaluation
• Standards
• Application
•
Transfer
• Tasks
• Checklists
• Rubrics
• Examination of
Student Work
©Burke, K. (2005).
How to assess authentic learning , 4 th ed. Thousand Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com. www.kayburke.com

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©Burke, K. Fogarty, R., Belgrad, S. (2002). The portfolio connection: Student work linked to standards,
2nd.ed. Thousand Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com. www.kayburke.com

Terms “Restricted and Extended” Performance Tasks and definitions from Gronlund, N. E. (1998)
Assessment of Student Achievement, 6 th Ed. Boston, MA: Allyn and Bacon. Examples from Kay Burke.

GPS ELAKR1: The student demonstrates knowledge of concepts of print.
a. The student recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform, entertain, and persuade.
Problem Scenario: A new family has moved into our community. They have a 5year-old child who will be attending our school. This family has asked our class to inform them of the many signs and labels they will find in our community and school. We must help this family by having groups complete the following:
1) create a book of signs that you see in our community; 2) make and match labels to identify classroom objects; 3) walk around the school and draw pictures of the signs we see; 4) bring in labels/logos of places in our community. Let’s get started! Our new student will arrive next Monday.
Whole- Class Instruction: All the students will:
• Discuss signs and their importance.
• Read the book I Read Signs and discuss.
• Look around the classroom and discuss signs you see.
• Look for signs and labels on the way to lunch.
• View flipcharts that shows signs in our world.
• Brainstorm a list of restaurants and store signs.
Group Work: Students rotate to each group.
Group 1
Create book of signs
Group 2
Make/match class labels
Group 3
Take school picture walk
Group 4
Sort community labels and logos by color and shape
Individual Work (correlated to key standard): Each student will:
Draw a picture of his or her class, school, and community and draw and label three signs or other kinds of print they might see in each of those places.
Methods of Assessment:
• Observation
• Checklist for group work
• Checklist and rubric for individual work
Created by Brooke Knight, Terri Robbins, and Anissa Mirtes from Tolbert Elementary School and Amy Beason from
Belwood Elementary School in the Gordon County School System in Calhoun, GA in a workshop facilitated by Kay Burke
(www.kayburke.com) in May, 2007. Used with permission.

GPS ELAKR1: The student demonstrates knowledge of concepts of print.
The student recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform, entertain, and persuade.
GPS ELAKLSV1: The student uses oral and visual skills to communicate.
Student Checklist for Signs and Labels Picture Not Yet
0
Some
Evidence
1
Content: Does your paper have…?
• your name on the page
• the date on the page
• a picture
• 3 signs and/or labels: Write or draw them
1)
2)
3)
Handwriting and Colors:
• Is your writing neat?
• Did you use appropriate colors for your signs?
Delivery to Class:
• Can you explain your picture to the class?
• Did you speak clearly when presenting to the class?
Comments:
Total Points:
Grading Scale:
9-11 = GREAT Job
6-8 = Good Job
0-5 = Keep Working!
Created by Brooke Knight, Terri Robbins, and Anissa Mirtes from Tolbert Elementary School and Amy Beason from
Belwood Elementary School in the Gordon County School System in Calhoun, GA Used with permission.

GPS Social Studies : Government/Civic Understandings
Unit: State Government Grade: Third
Primary State Standards:
Social Studies SS3CG1 : The student will explain the importance of the basic principles that provide the foundation of a republican form of government. The student will:
(a) Explain why in the United States there is a separation of power between branches of government and levels of government. ( b) Name the three levels of government (national, state, local) and the three branches in each
(executive, legislative, judicial), including the names of the legislative branch (Congress, General Assembly, city commission or city council). (c) State an example of the responsibilities of each level and branch of government.
Reading ELA3R2 – Vocabulary:
The student acquires and uses grade-level words to communicate effectively.
The student: (a) reads informational texts and incorporates new words into oral and written language. (e) Identifies and infers meaning from common root words, common prefixes (e.g., un-. re-, dis-, in) and common suffixes (e.g., tion, -ly) (f) Determines the meaning of unknown words on the basis of context.
ELA3R3: Reading Comprehension: The student uses a variety of strategies to gain meaning from grade-level text.
ELA3W1:Writing: The student demonstrates competency in the writing process.
ELA 3C1: Conventions: The student demonstrates the appropriate application of conventions and grammar in the written format.
Additional State Standards:
The students will:
•Describe how violations of law produce consequences.
•Identify the current governor as the leader of state.
•Explain the rules and laws that protect the rights of people.
•Use print and non-print reference sources to locate information.
•Illustrate data in a variety of graphic forms.
•Write a friendly letter using correct sentence structure and conventions.
Big Idea:
The three branches of state government work together to create, carry out, and interpret laws that protect the rights of people. The balance of power among them prevents any of the three branches from becoming too strong – “Checks and Balances.”
Essential Questions for the Unit:
• Why do we need laws and government?
• How do they protect us?
• What would life be like if we did not have laws?
• What happens when people break laws?
• How are laws created in a democracy?
• Why do we have three branches of government and a system of checks and balances?
• What are our responsibilities as citizens in helping to create laws?
• Why is it important for citizens to obey the laws?
• How can effective letter writing convey one’s opinions and feeling?
Created by: Gillian Conner, LaTanja Harris, LaSonya Magee, and June Ladsen, DeKalb County,
Decatur, Georgia. Used with permission.
©Burke, K. (2006).
From standards to rubrics in six steps: Tools for assessing student learning, K-8.
Thousand Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com . www.kayburke.com

GPS Social Studies: Government/Civic Understandings
Unit: State Government Grade: Third
Task Description: Sonny wants you!
The Chinese ambassador is planning a visit to our state’s capitol building, and Governor Sonny Perdue wants the students in our class (with our prodigious knowledge of state government) to be his assistants as he guides the ambassador through the state capitol building. To be chosen, you must all be able to:
1. Explain the structure and operation of the three branches of state government using display boards as visual aids;
2. Participate in a role play that demonstrates the formation, passage, and interpretation of laws;
3. Sing the “Making a Bill” song from the DVD School of Rock .
Be prepared to join our governor when he welcomes our new friends from China on ___________.
Whole-Class Instruction: The whole class will be involved in the following learning experiences:
1.
Participating in class discussions about the three branches of state government
2.
Presenting group research and display boards
3.
Learning the song “Making a Bill” from the DVC School of Rock
4.
Acting as a member of the legislative, executive, or judicial branch of state government in class role-play about the interaction of the branches
5.
Reviewing the components of letter-writing
Group Work:
Group One
Research the duties of the legislative branch
Group Four
Research current officials of legislative branch
Group Two
Research the duties of the executive branch
Group Five
Research current officials of executive branch
Group Three
Research the duties of the judicial branch
Group Six
Research current officials of judicial branch
Groups combine to create display boards: Groups 1 and 4; Groups 2 and 5; Groups 3 and 6.
Individual Work:
Each student writes a letter to a pen pal in China describing in detail the structure and operation of the state government. In each letter, the student will describe the three branches of government and how laws are created, upheld, and interpreted. The student will also incorporate all components of effective letter writing in the letter to the pen pal.
Methods of Assessment:
1. Checklists for group research projects and presentations
2. Teacher observation of group participation
3. Checklist and rubric for letter to pen pal
Created by: Gillian Conner, LaTanja Harris, LaSonya Magee, and June Ladsen, DeKalb County, Decatur,
Georgia. Used with permission.
©Burke, K. (2006).
From standards to rubrics in six steps: Tools for assessing student learning, K-8.
Thousand Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com. www.kayburke.com

GPS Social Studies: Government/Civic Understandings
Unit: State Government Grade: Third
Assignment: Write a letter to your pen pal in China explaining how the state government in Georgia works.
Paragraph #1: Introduction of Yourself
• Did you introduce yourself?
• Did you tell your pen pal where you live?
• Did you tell your pen pal your age, grade, and the name of your school?
• Did you tell your pen pal why you are writing to him or her?
Paragraph #2: Introduction of Content
• Did you capture your reader’s attention by using a lead (grabber, hook)?
• Did you name the three branches of government?
• Did you include at least three sentences?
Paragraph #3: Description of Executive Branch
• Did you begin with a transition word or phrase?
• Did you describe the responsibilities of the executive branch?
• Did you list the current officials and their titles?
• Does your paragraph contain at least five sentences?
Paragraph #4: Description of Legislative Branch
• Did you begin with a transition word or phrase?
• Did you describe the responsibilities of the legislative branch?
• Did you list the current officials and their titles?
• Does your paragraph contain at least five sentences?
Paragraph #5: Description of Judicial Branch
• Did you begin with a transition word or phrase?
• Did you describe the responsibilities of the judicial branch?
• Did you list the current officials and their titles?
• Does your paragraph contain at least five sentences?
Paragraph #6: Description of Checks and Balances
• Did you begin with a transition word or phrase?
• Did you describe how the three branches work together and balance their power?
• Does your paragraph contain at least four sentences?
Not Yet
0
Some Evidence
1
Created by: Gillian Conner, LaTanja Harris, LaSonya Magee, and June Ladsen, DeKalb County, Decatur,
Georgia. Used with permission .
©Burke, K. (2006).
From standards to rubrics in six steps: Tools for assessing student learning, K-8 .
Thousand
Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com.
www.kayburke.com

Criteria / Performance Indicators
Paragraph #7: Conclusion
• Did you begin with a transition word or phrase?
• Did you reiterate (repeat) your reason for writing?
• Did you conclude with a friendly, personal sentence?
• Does your paragraph contain at least three sentences?
Letter Format:
• Did you write the date at the top of your letter?
• Does your letter have a salutation?
• Does your letter have a body?
• Does your letter have a closing?
• Does your letter have your signature?
Student Comment:
Teacher Comment:
Not Yet
0
Some Evidence
1
Total Points:
(out of 31)
Grading Scale:
28-31 = A (90%)
25-27 = B (80%)
22-24 = C (70%)
_____________
Below 21 -Not Yet!
Final Grade:_______
Created by: Gillian Conner, LaTanja Harris, LaSonya Magee, and June Ladsen, DeKalb County, Decatur, Georgia.
Used with permission.
©Burke, K. (2006).
From standards to rubrics in six steps: Tools for assessing student learning, K-8. Thousand
Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com. www.kayburke.com

GPS Social Studies: Government/Civic Understandings
Unit: State Government Grade: Third
Paragraph 1
• Introduction
• Where you live
• Age, grade, school
• Reason for writing
Paragraph 2
• Lead
• Names of three branches
• Three or more sentences
Paragraph 3
• Transition
• Duties of executive branch
• Officials and titles
• Five or more sentences
Paragraph 4
• Transition
• Duties of legislative branch
• Five or more sentences
Paragraph 5
• Transition
• Duties of the judicial branch
• Five or more sentences
Paragraph 6
• Transition
• Interaction of three branches
• Four or more sentences
Paragraph 7
• Transition
• Reason for writing restated
• Friendly, personal sentence
• Three or more sentences
Letter Format
• Date
• Salutation
• Body
• Closing
• Signature
1
Below the
Standard
Includes one or two of the criteria
Includes one of the criteria
Includes one of the criteria
Includes one of the criteria
Includes one of the criteria
Includes one of the criteria
Includes one or two of the criteria
Includes one or two of the criteria
2
Approaching the Standard
Includes three of the criteria
Includes two of the criteria
Includes two of the criteria
Includes two of the criteria
Includes two of the criteria
Includes two of the criteria
Includes three of the criteria
Includes three of the criteria
3
Meets the
Standard
Includes all four of the criteria
Includes all three of the criteria
Includes three of the criteria
Includes three of the criteria
Includes three of the criteria
Includes all three of the criteria
Includes all four of the criteria
Includes four of the criteria in the correct order
4
Exceeds the
Standard
•Includes all four of the criteria
•Written in correct form
•Includes all three of the criteria
• Uses a motivating lead
•Includes four of the criteria
•Uses accurate information and creative expression
•Includes three of the criteria
•Uses accurate information and creative expression
•Includes all three of the criteria
•Uses accurate information and creative expression
•Includes all three of the criteria
•Gives thorough explanation of balance of power
•Includes all four of the criteria
•Provides a compelling reason for writing and a sincere personal sentence
•Includes all five of the criteria in order
• Correct grammar
•Correct spelling and punctuation
Created by: Gillian Conner, LaTanja Harris, LaSonya Magee, and June Ladsen, DeKalb County,
Decatur, Georgia. Used with permission.
Total Points:
_________
©Burke, K. (2006 ) From standards to rubrics in six steps: Tools for assessing student learning, K-8.
Thousand Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com.
www.kayburke.com
Score

Title/Topic: ___________________________ Grade Level/Subject: ________________
Standards/Elements: Target key standards that address processes such as writing , reading , listening, speaking, viewing , problem-solving , and technology as well as content standards from social studies, science, mathematics, and language arts .
Task Description: • Hook/Motivator
• Outside Audience (You have been asked by:)
• Problem Scenario
• Group Work (4 or 5 different performances)
• Due Date
Whole Class Instruction: • Direct Instruction
• Readings/Internet
• Guest Speakers
• Videos
• Class Discussions
Small Groups: Selected by Students:
(Variety of multiple intelligences)
Group One Group Two Group Three Group Four Group Five
Research
Artwork
(poster)
Brochure PowerPoint Skit
Other group work: Role-play, demonstration, diorama, model, letter, case study, etc.
Individual Work:
Each student will complete the following:
This must match the key standards and should be accompanied by checklists and rubrics.
Methods of Assessment : • Quizzes, teacher-made tests
• Checklists, rubrics, logs/journals
• Portfolios, interviews, conferences
• Observations, homework, peer reviews
Figure 4.12
©Burke, K. (2006).
From standards to rubrics in six steps: Tools for assessing student learning, K-8,
Thousand Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com. www.kayburke.com

Teacher: __________________ Subject(s): ________________________
Grade: ________________
Curriculum Unit: ______________________________________________
Timeframe for Unit: ___________________________________________
Primary State Standards: Key standards all students have the opportunity to meet.
Secondary State Standards : o ther standards that some students have the opportunity to meet through group work.
Big Ideas of Unit:
List the key concepts, enduring understandings, principles, issues, or problems addressed in this unit.
2.
3.
Essential Questions:
List three or four essential questions that guide your teaching and motivate students to uncover the important ideas at the heart of this subject area.
1.
4.
©Burke, K. (2006).
From standards to rubrics in six steps: Tools for assessing student learning, K-8,
Thousand Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com. www.kayburke.com

:__________________________
Key Standards : __________________________________________
Problem Scenario:
•
•
Whole-Class Instruction:
List the content or skills that will be introduced by the teacher to prepare students for the group and individual work.
•
Group Work
: Students may select their group topic or presentation method.
Group One Group Two Group Three Group Four
Individual Work:
Each student will complete the following:
Methods of Assessment :
List all the methods of assessment used in this unit
:
©Burke, K. (2006).
From standards to rubrics in six steps: Tools for assessing student learning, K-8,
Thousand Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com. www.kayburke.com

Assignment: Review your performance task and self-assess your final product.
Did you include the following criteria?
Headings:
• Title that describes the unit ( “The Nutrition Tradition!”)
• Subject Area/Grade Level
• Number of State Standard (e.g., Math, 3.6)
• Key words or phrases from standard ( e.g., “Adding Fractions”)
Problem Scenario:
• Visual related to topic of the unit
• “You have been asked by…” hook to motivate the students
• A paragraph that presents the big picture problem scenario
• Four or five specific assignments that are part of the umbrella task
(brochure, poster, presentation, etc.) that the groups will jigsaw
• The date the final project is due (“ Be prepared to present on May 2 .”)
Whole-Class Instruction:
• Lectures, textbook, videos, guest speakers, discussions
• Review of important knowledge, skills, concepts, and processes
• Introduction of new knowledge, skills, concepts, and processes
Group Work:
• Description of four or five different group projects or performances
• Variety of multiple intelligences and differentiated abilities addressed
• Students allowed to choose groups or methods of presentation
Not Yet
(0)
Individual Work:
• Individual accountability to meet primary standards
• Checklist and rubric provided for students to self-assess work
Methods of Assessment:
• Variety of tools (teacher-made test, observation, journal, etc.)
• Checklists and rubrics using vocabulary from the standards
How do you feel about your performance task?
Figure 4.16
16 – 19 = Best unit ever!
12 – 15 = Better than dittos!
7 – 11 = Better revise!
Not Yet – Back to Beginning!
©Burke, K. (2006).
From standards to rubrics in six steps: Tools for assessing student learning, K-8,
Thousand Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com. www.kayburke.com
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Kay Burke of Kay Burke & Associates, LLC. www.kayburke.com.

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©Kay Burke of Kay Burke & Associates, LLC. www.kayburke.com.

Artwork by Cynthia Stergar
©Burke, K. (2000). What to do with the kid who…Developing cooperation, self-discipline, and responsibility in the classroom, 3 rd ed. (in press). Thousand Oaks, CA: Corwin Press. 800-818-7243, www.corwinpress.com.

Burke, K. (2005). How to assess authentic learning, 4 th ed.
Thousand Oaks, CA: Corwin Press ( D5810-1-5751-7940-
7)
Burke, K. (2000).
What to do with the kid who…Developing cooperation, self-discipline, and responsibility in the classroom, 3 rd ed. (in press). Thousand Oaks, CA: Corwin
Press. ( D5810-1-5751-7344-1)
Burke, K. Fogarty, R., Belgrad, S. (2002). The portfolio
connection: Student work linked to standards, 2 nd ed.
Thousand Oaks, CA: Corwin Press. ( D5810-1-5751-7439-
1)
Burke, K. (2006) From standards to rubrics in six steps:
Tools for assessing student learning, K-8, Thousand
Oaks, CA: Corwin Press (D6109-1-4129-1779-4)
Visit Corwin Press at www.corwinpress.com to order books online (free shipping) or call 800-818-7243. Discounts available for orders of 10 or more.
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