Publisher Description

Stretch student thinking with performance-based tasks.

With waves of high-stakes assessments rolling through the education waters, many educators feel tied to teaching to the test. But there is a bright side. With the increased attention on assessment outlined in The Every Student Succeeds Act comes a surge of interest in designing performance-based tasks—an important key in unlocking your students' readiness for career and college.

Designing and Using Performance Tasks: Enhancing Student Learning and Assessment walks you step-by-step through the process of incorporating performance tasks as a tool to teach, monitor, and extend student learning. This book will help you

• Make instructional decisions based on student performance of learning tasks
• Learn all about the different kinds of performance tasks and the benefits of each
• Incorporate learning progressions as an integral part of planning performance tasks
• Close the "knowing–doing" gap by focusing on considerations for successful implementation

If you're ready to engage your students in unique and innovative ways, grab a copy of this book to guide you and your students in applying their learning—and your teaching—to real-world situations. "Teaching using performance tasks was, by far, was the most difficult type of teaching strategy for me to learn. When I began my teaching career, not many people were using this strategy, but I was fortunate to have a mentor who understood the process and was willing to teach me, two very rare occurrences in the teaching world. Thank heavens for Tracey Shiel, who has the ability to communicate the process so well and in such a manner that you enjoy reading about it at the same time – another rare event in education! I know from experience, students who learn using this strategy retain the information for longer periods of time giving teachers a stronger base upon which to build."
Pamela L. Opel, Teacher
Gulfport School District

Table of Contents

List of Figures and TablesAcknowledgmentsAbout the AuthorIntroductionChapter 1. The Lasting Power of Performance TasksChapter 2. Building the Base: Begin With the End in MindChapter 3. Building the Base: Learning ProgressionsChapter 4. Building the Base: Going SOLO!Chapter 5. Performance Task AttributesChapter 6. Scoring Guides, aka RubricsChapter 7. Implementation ConsiderationsAppendix 1. Unit Planning Template: Performance TaskAppendix 2. Unit Planning Templates: Examples for Grades 3 and 11Appendix 3. Combined List: SOLO and NCEA VerbsAppendix 4. Unit Planning Template: Ideas for Products and PerformancesAppendix 5. Implementation Success Action Plan: GuidelinesAppendix 6. Implementation Success Action Plan: ExampleAppendix 7. Implementation Success Action Plan: Vision Versus RealityAppendix 8. Implementation Success Action Plan: TemplateReferencesIndex

Review

Teaching using performance tasks was, by far, was the most difficult type of teaching strategy for me to learn. When I began my teaching career, not many people were using this strategy, but I was fortunate to have a mentor who understood the process and was willing to teach me, two very rare occurrences in the teaching world. Thank heavens for Tracey Shiel, who has the ability to communicate the process so well and in such a manner that you enjoy reading about it at the same time – another rare event in education! I know from experience, students who learn using this strategy retain the information for longer periods of time giving teachers a stronger base upon which to build. -- Pamela L. Opel, Teacher

Review Quote

Teaching using performance tasks was, by far, was the most difficult type of teaching strategy for me to learn. When I began my teaching career, not many people were using this strategy, but I was fortunate to have a mentor who understood the process and was willing to teach me, two very rare occurrences in the teaching world. Thank heavens for

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