Writing
Performance Tasks*
for CTE
*also known as Writing Tasks
Performance Tasks
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Reflect content covered in text dependent questions
Demonstrate ability to think and reason
Produce fully developed writing
Are more than a summary of information – they
address a specific prompt provided by the teacher
Require students to proofread and edit their work
Provide evidence of college and career readiness
Performance Tasks are the 3rd Step
in the ELA CCRS integration process
Steps:
1. Read the text
 Close reading of
complex text
 Analysis of graphs,
charts,
other visuals
 Research
topic/issue/
problem
2. Process
Information
 Discussion
 Clarification
of
challenging
vocabulary /
concepts
 Text
dependent
questions
3. Complete Performance
Task
 Culminating task –
synthesis of all
pertinent information
 Could range from a wellwritten paragraph to a
full essay
 Authentic product if
possible (i.e. a letter)
 Requires editing and
revisions
General Guidelines for
Developing Performance Tasks
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Measures understanding, analysis, and the
ability to provide relevant evidence
Synthesizes information from multiple sources, if
possible
Demonstrates knowledge and skills of content
covered as well as reading and writing
proficiency
Reflects real-world tasks when feasible
Requires students to plan, write, revise, and edit
General Specifications for
Performance Tasks
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Performance task are extended responses that
reflect the summary of the content covered
through text-dependent questions
Academic and domain-specific vocabulary
should be used in student writing
CTE Performance Task Writing Rubrics should be
used for assessment – there is one for
Explanatory, and one for Argumentative pieces
(If your school has designated a different rubric, use that one)
There are two versions of the rubric, depending
upon the writing task
Scoring Information (refer to a rubric)
How CTE performance tasks will be scored:
– Followed directions/addressed prompt—how well the writer understood and
fulfilled the requirements of the task.
– Elaboration of evidence or claim—how well the writer provided evidence from
sources about his/her opinions and elaborate with specific information
– Sentence flow – sentences read naturally and make sense
– Organization—how well ideas logically flowed from the introduction to
conclusion using effective transitions
– Language and Vocabulary—how effectively the writer expressed ideas using
precise language that is appropriate for the audience and purpose
– Spelling and Grammar—how well the rules of usage, punctuation,
capitalization, and spelling were followed as well as the accuracy of spelling
– Citing evidence – how effectively the writing refers back to the relevant
information in the article
Guidelines for Writing and Administering
Performance Tasks
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Refer back to the text dependent questions
Construct a prompt that incorporates most, if
not all of the information gained from answering
text dependent questions
Share the rubric being used with students
Have students write first drafts
Students edit (possibly reading aloud to a
partner)
Final drafts are written and submitted for
assessment
It’s important enough to repeat…
Go over the rubric in detail with students prior
to assigning the performance task!
Copy enough rubrics
for students to have
access to throughout
the writing process,
and turn in a copy
with their final papers