Design Task Performance 5.2

Standards Assessed: 1, 2c, 2d, 2e, 2f, 3, 6

Design a Performance Task
Part One - Performance Task Description:

1. Identify the grade level and subject area for which you will be creating an assessment. Second Grade, Writing

2. Write out the Learning Targets (Standard, objective, goal) that will be assessed. The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.

ISTE Standards: Creativity and Innovation – a. apply existing knowledge to generate new ideas, products, or processes.

3. Identify the type of performance you will be expecting of your students as the final Performance Assessment for these standards.
Students will create an expository (informational) piece of writing based on an animal that they have chosen to research.

a. What performances or products are you expecting from students? Describe the products students will create OR describe what students will DO to demonstrate that they have met the standard. Describe the performance task in language students can understand.
After writing your expository paper and going through the writing process, you will publish your report by creating a PowerPoint Presentation.


b. Consider the knowledge students will have to have to do this performance. List the elements of knowledge this performance task will require.
-Basic sentence structure and mechanics (start sentence with a capital letter, end with a period, subject/predicate).
-Basic paragraph structure (topic sentence, supporting details, conclusion sentence).
-Staying on topic
-Basic note taking (finding details to support subject, general citation skills)
-How to paraphrase
-How to operate PowerPoint program

c. Provide some information about how will you teach the skills students need to do this performance task. Summarize the tasks that students will have learned before you require them to do this Performance Assessment. You might want to include information about how will you provide students with the practice they will need before you require them to complete this performance assessment task.
This activity would be performed towards the end of the year ensuring that the students have had ample time to practice (journal writing) forming complete sentences and, later, paragraphs. We would discuss the elements of Expository Writing (factual information). Students would then pick an animal that they would like to research. We would work on an outline so students would know what specific information they are looking for, and then we would check out books from the library. Students would take notes on note cards, citing the title and author on the back. If necessary, students can use the internet to find more information. When our fact finding is complete, we would have a discussion on plagiarism and paraphrasing. Students would then begin their rough draft. We would go through the writing process by conferencing with students and then they would publish their writing in a PowerPoint. I would have my ITS (Instructional Technology Specialist) come in and do a laptop lesson with my students, walking them through the PowerPoint program. Students publish their work and later present it to the class.

d. Are there conditions that students need to adhere to? What are they? For example, do students have a time limit? Do they need to work alone or will they be required to work in groups?
There will be a flexible time limit throughout the different phases of this project. The students will determine the pace based on when the majority of the class is finished and ready to move on. Overall, this project should take about 2-3 weeks to complete. It will be done individually for the most part but will have aspects of collaboration with the teacher and peers through conferencing.

Part 2 - Description of Assessment Design1. Describe the assessment procedures you will use:
I would use an “Editor’s Checklist” that the students are familiar with to help them self assess their sentence structure. There would also be a rubric/checklist to assess paragraph structure.

a. How will you help students understand what it means to create a "good" product or performance? What scoring documents will you have or create? Will students help create the scoring guides for this assignment? Will you use any models to help them understand what it means to do a "good" performance or create a "good" product?
All phases of this project should be modeled by the teacher before the students begin. The teacher should also model writing the rough draft using “think aloud” strategies as she goes. The use of exemplars writing samples should be used to help the students understand what a “good” product looks like. Students can help make up the rubric and editor’s checklist (however, this part should be made up in the beginning of the year so they are more than familiar with using it).

b. How will you monitor students as they work on this performance assessment to be sure that the work they are doing is turning out "good"? Will you use a checklist, scoring guide or rubric? What procedures will you use?
Students will self assess using the checklist, then they will peer conference using the checklist, and finally, they will conference individually with the teacher. Also, monitor students work and interject where and when appropriate.

c. What kind of a scoring document will you use to determine students' final grades on this task? Will you use a rubric or another kind of scoring guide?
I would use a checklist.