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4 |
3 |
2 |
1 |
| Practical |
Low-cost task can easily be set up, facilitated, and assessed by any classroom teacher. |
Low-cost task can be set up, facilitated, and most teachers can assess. |
Task is either not time efficient, is expensive, or hard to set up/assess. |
Very high cost and /or time consuming or not assessable. |
| Engaging |
All learners are likely to be excited about task and committed to finish task. |
Learners will tend to stay engaged and finish task. |
Task is interesting to many, but some won't stay engaged or finish. |
Students may view the task as boring/irrelevant. |
| Valid |
Task forces students to zero in on those outcomes for which it was designed. |
Task addresses the outcomes that were desired. |
Task may aim student effort in the desired direction, but no focus. |
Task does not do what it proclaims to do. |
| Authentic |
An event with implications beyond school--real application is an integral part of the task. |
Task has value beyond school--is a simulation or near to life as practical. |
May be an attempt to make task realistic, but mainly a school event. |
No attempt to tie to real life. May have use only in school. |
| Content |
Content is interdisciplinary, specific and critical with eternal value. Essential questions guide studies. |
Content is multidisciplinary limited, worthy, important, and enduring. |
Content is one discipline and nice, but its value is questionable. |
Content is minor, irrelevant/missing. |
| Perform |
An archivable performance or product is produced using an array of knowledge and skills. |
Student required to use a performance or produce a product. |
Learner invited to use a performance or product to show knowledge. |
No performance or product--task may be procedural. |
| Thinking |
Requires learner to use higher order thinking-several complex thinking skills. |
Requires learner to use at least one complex skill. |
Learner is encouraged to use higher order thinking. |
Student may use a procedure or follow directions. |
| Multiple Paths |
Has wide variety of possible path or products. |
Has multiple paths or products. |
Possible paths limited. |
Only one way to get only one answer. |
| Communication |
Exchange of information among learners and teacher and learners is essential. Learners also required to communicate the process they designed or used. |
Communication among learners and teacher and learner is promoted and cultivated. Learners focus on the process they used. |
Communication is possible and sometimes encouraged but students may give little to process. |
Task is designed without interaction or communication desired or possible. Students are not aware of process. |
| Assessment is useful to learner |
Useful to the learner from the beginning. Learners required to self-assess and calibrate their scoring and are required to reflect and focus on quality. Never uses quantities. |
Available to learner before task is begun. Learners required to self assess. Reflection on quality is required. Does not rely on quantities. |
Assessment is available to learners before task is complete but learner does not reflect on quality. May use 80% or 5 of 9, etc. |
Assessment not available to learner or not useful to learner--there is no focus on quality. May use quantities. |
| Assessment is valid |
Uses discriminators of quality to measure the abstract and conceptual. Includes higher level thinking. Assessment is valid--students cannot score well or poorly due to unrelated factors. Measures a specific target |
Measures important concepts and complex thinking. Does not include items of low consequence. Students must understand the concepts to score well. |
Assessment measures meaningful items but concrete and discrete rather than conceptual. May have items of limited significance or try to measure too many items . |
Unimportant items are assessed (due to ease of grading?) or--the assessment does not measure what it says it measures. |