PERFORMANCE TASK FRAMEWORK
This template is used to organize performance tasks used in the SLO process.
Performance Measure
a.
Performance
Measure Name
Envision Created Assessment
SLO Alignment
Grade(s)/
Level
b.
Class/Course Title
Math
d.
PA Standards
2.2.5 Computation and Estimation
e.
Performance
Measure Purpose
Measure student ability to estimate numerical quantities, calculations, and measurements.
c.
5
1. Administration (Teacher)
1a.
Administration
Frequency
Beginning and end of estimation unit
1b.
Unique Task
Adaptations/
Accommodations
Test read orally
Small group instruction
Extended time
All other adaptations will be developed based on an IEP or specific district policies.
1c.
Resources/
Equipment
Calculator and access to Envision resources
2. Process (Student)
Task Scenarios
Teacher will administer the assessment to the class. Assessment will be scored and
recorded for each student.
2b.
Process Steps
1) Administer pretest to identify weaknesses at the beginning of unit.
2) Teach the skills required for the estimation standard.
3) Use informal and formal assessments throughout unit to show areas of weakness and
growth.
4) Administer posttest to measure growth and mastery.
2c.
Requirements
Students will have the opportunity to self-assess throughout the estimation unit. The
teacher provides both informal and formal assessments throughout the estimation unit.
2d.
Products
Finished Envision created post assessment
2a.
3. Scoring (Teacher)
3a.
3b.
3c.
Scoring Tools
Answer key to the Envision created assessment on estimation.
0%-69% = F
70%-75% = D
Scoring Guidelines 76%-84% = C
85%-92% = B
93%-100% = A
The students will know their scores for the assessment based on the
Score/Performance
scoring guidelines. Scores for all students will be reported as a
Reporting
summative report.
Building
Template #5-Performance Task Framework
Performance Measure Framework
General Guidance: Think of the performance task as a single booklet consisting of administration guidelines
on Page 1, guidelines to the students on Page 2, and detailed scoring criteria on Page 3, including sample
responses aligned to the scoring rubric/tool.
Page 1. Administration (TEACHER)
a. Administrative frequency: How many times will the student be given this task within an
identified timeframe?
b. Unique task adaptations and/or accommodations: How does the task change in either
presentation, response options, setting, etc. to accommodate students with disabilities, English
language learners, etc.?
c. Resources and/or equipment: What equipment, tools, text, artwork, etc. is needed by the student
to accomplish the task? What additional personnel are needed to administer the task?
Page 2. Task Scenarios, Requirements, Process Steps, Products (STUDENT)
a. Task scenario: What information is provided for the student that provides the context necessary
to create a response, project, produce, demonstration?
b. Requirements: Given the scenario, how are the task requirements articulated to the student in
order to establish key criteria by which performance is evaluated? Which requirements are
implied, thus requiring deeper understanding of the content being assessed? Which criteria are
stated explicitly in order to adhere to the time constraints, product parameters, etc.?
c. Process steps: What guidance expresses the sequence of events, steps, or phases of the task?
How are extended (multiple days) timelines and demonstrations of progress articulated?
d. Products: Given the activities within the task, what products, demonstrations, or performances
are expected during and/or at the end of the process? What information is provided about the
criteria used to judge student calculations, products, demonstrations, performances, etc.?
Scoring (TEACHER)
a. Scoring tools: How does the rubric classify different levels of performance, student work, etc.?
How is the overall score attained? How well are multiple dimensions aligned to the standards?
b. Scoring guidelines: How are the steps that are used to evaluate student products, performances,
etc., articulated? What guidance is provided to assign scores for incomplete work? How are
additional scoring personnel identified and trained? Given an overall score or
classification/performance level, how are examples, models, or demonstrations provided?
c. Score/Performance reporting: How are overall results reported back to the student? How are
scored results reported for all students?
Building
Template #5-Performance Task Framework