1. Designing Performance Assessments
Have copies of page 167 – 169 for your participants. Copy 168 – 169 back to back so they can write on page 167 as reading. Pass out to participants before starting. The copies are needed for the first slide.

2. Characteristics of Performance Assessment
Part One - On your own
Choose four of the performance task vignettes on your handout. What distinguishes these tasks from typical test items? What common features or characteristics do these share? List characteristics that you observe.
Part Two – With your group
Share and discuss your observations with members of your group. List the common characteristics or features of the performance tasks you examined.
Give participants 10 – 15 minutes to work on their own and about 10 minutes to share as a group. Discuss their findings and share next slide with some key points. You can prompt groups to have a reporter if you would like. The next slide is a summary of characteristics. Show that slide after groups have shared to compare their findings.

3. Characteristics of Performance Tasks
Complex challenges that mirror the issues and problems faced by adults
Range in length from authentic short-term tasks to long-term, multi-stage projects
Yield one or more tangible products and performances
Typically require the student to address a specific audience (real or simulated) with a purpose that related to the audience
The task can be personalized
Evaluation criteria is known in advance
Whole group discuss these characteristics to the list participants generated.

4. Performance Task DOK levels
Step One: On your own. Using the four performance task scenarios you read in the first activity, examine the tasks to assign a DOK level. If you don’t think a task meets the challenge of Level 3 or 4 DOK, how could you change it to up the challenge? Step Two: With a partner or small group Each person in the group will discuss one of the task examples to explain his or her reasoning for the assigned DOK level.
Allow ten minutes for “on your own” Then 15 – 20 minutes for small and whole group discussion. Remember, everyone does not have to agree on the level. The goal is to discuss why they chose the level they assigned. Suggested DOK levels. Groups may come up with different levels (especially with DOK 2 vs 3). Remember the point is that someone can justify why they think it is the level they assigned.
Hall of Recognition (DOK3); Chemical Equilibrium (DOK 4); Mail-Order Friend (DOK 2. We felt this wasn’t a three because they don’t have to express Why they chose the characteristic. Some teachers may put it as a 3); Tour Director (DOK 2); Mythic Job Search (DOK 3), We Salute You (DOK 2); Dry Walling a Home (DOK 3) From the Mountains to the Seashore (DOK 3); Express yourself (DOK 3); Fitness Consultant (DOK 4).

5. Framing Performance Tasks
Goal
Role
Audience
Situation
Product, Performance, and Purpose
Standards and Criteria for Success
Goal: at least one core performance task for assessing understanding in a major unit or course be developed using GRASPS
Not every performance assessment needs to be framed by GRASPS.
GRASPS worksheet will appear when you click on slide. Note that a major unit should contain a GRASPS task, however, not every performance task will be done using a GRASPS format.
Facilitator:
Hand out GRASPS worksheet shown on next slide and located on wiki. Discuss each element.

6. Continue working on Your Performance Task
Use the GRASPS handout to write or review your performance assessment.
Check to see all elements of a GRASPS task are included.
Assign DOK levels, making sure you are meeting the goal of a Level 3 or 4
Write the task in student friendly terms (see examples on the wiki)
Prepare for the gallery walk at the end of the day.
Continue working on Your Performance Task
You may want to review the key elements of a grasp task before participants continuing working and revising that GRASPS tasks from . If you feel participants need more practice, they can look at the performance tasks from the first activity to find the GRASPS elements. Tell participants we will end with a gallery walk of Stages one and two at the end.