1. Performance Assessment Development Presentation
“Creating a Guide to the Landmarks of Western Europe”
Michael Veronneau 
Post University 
EDU607.90: Assessing and Managing Learning 
Professor Susan Shaw

2. Performance Assessment Synopsis “Creating a Guide to the Landmarks of Western Europe”
Course: World Geography
Unit: The Culture of Western Europe
Grade: 12
Teacher: Mr. Veronneau
Name of Performance Task Assessment: “Creating a Guide to the Landmarks of Western Europe”
Products: Written Transcript and Video
Value: 100 points (Transcript-70 points, Video-30 Points)
Marking Period Value: 30 % of Marking Period Grade
Assessment Standards:
COLLEGE, CAREER & CIVIC LIFE: C3 Framework for Social Studies State Standards
D2.Geo Evaluate how political and economic decisions throughout time have influenced
 cultural and environmental characteristics of various places and regions.
D2.Geo Evaluate the impact of human settlement activities on the environmental and
 cultural characteristics of specific places and regions.

3. Learning Targets “Creating a Guide to the Landmarks of Western Europe”
“Learning targets are student friendly descriptions via words, pictures, actions, or some combination of the three of what you intend students to learn or accomplish in a given lesson”(Moss & Brookhart, 2012).
Through this assessment the students will be able to accomplish the following learning targets. Learning targets = “I can statements”
Knowledge
1. I can define what physical, cultural, and economic geography is.
2. I can describe what a major Western European landmark looks like.
3. I can locate a specific Western European landmark on a map or globe.
Reasoning
1. I can explain facts about Western European landmarks.
2. I can explain with supporting evidence how history and culture have impacted certain Western European landmarks.
3. I can tell the difference between a major and minor landmark.
Skill
1. I can find the absolute location of a place using latitude and longitude measurements.
2. I can use the computer to acquire pictures and write a transcript. I can use a Smartphone to create a video.
3. I can use specific technology skills to research information.
Product
1. I can create a written and video guide to the landmarks of Western Europe.

4. Student Friendly Template Using the GRASP Model (Teacher to Student)
“Creating a Guide to the Landmarks of Western Europe”
Standards for Assessment:
COLLEGE, CAREER & CIVIC LIFE: C3 Framework for Social Studies State Standards
D2.Geo Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
D2.Geo Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.
Essential Question: How does history affect a country’s major landmarks and culture?
Learning Targets: “I can statements”!
 Remember your “I can statements” are used to notify you of what you are going to be able to
accomplish after the assessment process takes place (Exall, n.d.).
1. I can define what physical, cultural, and economic geography is.
6. I can explain with supporting evidence how history and culture have impacted certain Western European landmarks
2. 2. I can describe what a major Western European landmark looks like.
7. I can use research skills to find out information on my own.
3. I can locate a specific Western European landmark on a map or globe.
8. I can use multiple methods of technology effectively.
4. I can tell the difference between a major and a minor landmark
9. I can use specific technology skills to research information.
5. I can explain facts about Western European landmarks
10. I can make a video based on the research that I acquired.

5. Performance Task Overview Using the GRASPS tool
The GRASP model is adapted from the Understanding by Design model for developing real-world assessments (Scott, 2013).
G-Goal
The goal for this performance assessment is for you to independently create a detailed video presentation and written transcript that displays your knowledge of six major landmarks that exist within a specific country in Western Europe, and their relationship to that country’s history and culture.
R-Role
You are a tour guide applying for a job at “Euro Bus Tours”. The manager at “Euro Bus Tours” asks you to submit a brief video displaying your knowledge of six major landmarks that exist within a specific Western European country.
A-Audience
Your video will be played for the target audience that will include the management team for “Euro Bus Tours”, and the owner of “Euro Bus Tours”. “Euro Bus Tours” is the most prestigious tourism company in all of Western Europe.
S-Situation
Your performance on the video, and the submission of the written transcript will serve as evidence as to whether or not you will obtain a job at “Euro Bus Tours”. It is important that you display a significant amount of knowledge pertaining to the six major landmarks, analyze the relationship between the landmark and the history and culture of country, and produce a well-directed video based on the knowledge that you have acquired.
P-Products
1.Transcript (Please Complete First)
You will create a written transcript based on the six major landmarks that exist within a specific Western European country. The transcript will be formatted using correct APA format, and will include the absolute location of each landmark, a three paragraph synopsis for each landmark, and a small picture collage for each landmark. The three paragraph graph synopsis will include one paragraph describing the landmark itself, and two paragraphs describing the relationship that history and culture has had with the landmark. The transcript will then be used during the video portion of the product.
2.Video
You will create a 3-5 minute video displaying the research that you acquired (transcript) pertaining to the six major landmark that exist within a specific Western European country. Please remember that you are a tour guide applying for a job with “Euro Bus Tours”, and your video should be formatted so that you prove to the audience that you would be a good fit for the position of tour guide.

6. Performance Task Overview Using the GRASPS tool (continued)
S-Standards for Success
The following are the components that should be included into each of the two products that you will create.
Notes:
1. Please see the scoring rubric provided for any and all questions that you have
about the scoring components of this product.
2. Please see me if you would like to see exemplar samples of the either of the
two products that have been assigned.
3. The secret to effectively completing these products is to experience a full
transformation into the role of a tour guide desperately seeking their dream job.
As always you can contact me at:
 with any questions that you might have regarding this assignment.
Transcript
Video
Give Absolute Location of Each Landmark
3-5 Minutes in Length
Three Detailed Paragraphs Per Landmark
Use of Written Transcript is Incorporated
A Small Picture Collage For Each Landmark.
Acknowledgment of Role as Tour Guide
One Description Paragraph Per Landmark
Video is Clear
Two Paragraph Description on Landmark-Country
Audio is Clear
Use Of A Word Processing Program (MS Word)
Presentation is Well-Organized
No Grammar or Punctuation Mistakes
Use of Props (Optional)
Use Correct APA Format for Citations
Use of Music (Optional)

7. “Creating a Guide to the Landmarks of Western Europe” Scoring Rubric
Criteria
Lacking
Proficient
Exemplary
Total
Transcript
Description of Landmark
Less than Two descriptive facts about each of the six landmarks.
(0-7 Points)
Three to Five descriptive facts about each of the six landmarks.
(8-15 Points)
More than Five descriptive facts about each of the six landmarks.
(16-20 Points)
Total: /20
Landmarks’ Relationship to History and Culture
Less than two connections made between each landmark and the country’s history and culture.
Three to Five connections made between each landmark and the country’s history and culture.
More than Five connections made between the each landmark and the country’s history and culture.
Total: /20
Absolute Location of Landmarks
Absolute location of all six landmarks was undefined.
(0-2 Points)
Absolute location of all six landmarks was somewhat defined.
(3-7 Points)
Absolute location of all six landmarks was clearly defined.
(8-10 Points)
Total: /10
Picture Collage
No Picture Collage was included.
(0 Points)
Picture Collage included three or less pictures.
(1-7 Points)
Picture Collage Included more than three pictures.
APA Format
No citations were used throughout the transcript.
(0Points)
Citations were used throughout the transcript, but APA format was incorrect.
(1-3 Points)
Citations were used throughout the transcript in correct APA format.
(4-5 Points)
Total: /5
Writing Style
Many
grammar mistakes found in this task.
(1-2 Points)
Some grammar mistakes were found in this task.
(3-4 Points) No
grammar mistakes
found in this task.
(5 Points)
*Video*
Length Requirements
No Video was completed.
Length of Video was Under 3 Minutes.
Length of Video was 3-5 Minutes or greater.
Total: /10
Evidence of
Student Role
Student’s role for this task was Undefined.
Student’s role for this task was Somewhat defined.
Student’s role for this task was clearly defined.
Use of Written Transcript
No use of written transcript was used during the video.
Use of written transcript was used during portions of the video.
Use of written Transcript was used throughout.
Technological Requirements
Few technological requirements are included for this task.
Some technological requirements are included for this task.
All technological requirements are included for this task.
Student Name: ____________________________________________________
Notes:____________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
Grand Total: /100

8. Assessment Critique Summary
The Assessment Critique was completed using the Keys to a Quality Assessment guide to evaluating assessments. The evaluation is based on the following five components of the assessment, and graded using a five point grading scale.
Clear and Appropriate Purpose-5 Points
-The purpose of this assessment is obvious to the students. The students will play the
role of a tour guide seeking employment at “Euro Bus Tours”. The written transcript
and video that they create will serve as the hypothetical products that they will be
evaluated on by the management team making the employment decision.
Reflects Valued Achievement Targets- 5 Points
-This assessment clearly defines and displays the anticipated learning targets that the
students will accomplish throughout and at the conclusion of the assessment. With
the learning targets being established from the state standards for Social Studies the
students will be meeting both the classroom objectives and state educational objectives.
Design-5 Points
-The design of this assessment correlates with Stiggins’ (2007) philosophy of assessment
for learning. By following concepts that have been brought forth with the learning targets,
and displaying the task with the GRASPS concept, and then providing a clear and concise rubric,
this assessment is organized so that the students will be able to keep track of their own progress
and develop understanding with the material.
Communication-5 Points
-The Standards for Success element of the GRASPS concept that is displayed throughout this
assessment clearly displays to the student what they need to do in order for them to understand
the material, and by using the rubric also see what they are responsible for completing. By clearly
Communicating the Standards for Success, and the scoring rubric the students will be at a significant
Advantage. Students will also have the opportunity to view exemplar examples throughout.
Student Involvement-5 Points
-This performance assessment allows students to be active members in their own learning. This is a learner-
assessment where students can be in control of the rate in which they learn, and how their own understanding
Is taking place. By referencing the student-friendly template that was provided to them, and their scoring rubric
they are able to develop understanding through their own manipulation of the assessment materials (Brookhart,
2014).

9. Performance Assessment Overview
Performance assessments are product and process based assessments (Brookhart, 2014). They ask the students to perform a task which will be the creation of some type of product (Brookhart, 2014). All good performance tasks involve two things, the task itself, and the elements that the students will be scored on, usually in the form of a rubric (Brookhart, 2014). This type of assessment allows students to implement many different skills that they learned, and display multiple learning targets that the teacher has displayed (Brookhart, 2014). Through the successful completion of the task, the students can demonstrate skills that they learned, their ability to follow directions and solve a problem, but most importantly proof that understanding has taken place (Brookhart, 2014). Based on this definition I feel that “Creating a Guide to the Landmarks of Western Europe” is a great example of this type of assessment.

10. References
Brookhart, S. M. (2014). How to design questions and tasks to assess student thinking?. Alexandria, VA: ASCD. Brough, C. C. (2012). Implementing the democratic principles and practices of student-centered curriculum integration in primary schools. Curriculum Journal, 23(3), Exall, Jon. (n.d.). Students Unpack a Learning Target and Discuss Academic Vocabulary. EL Education. [Video File]. Retrieved December, 2015 from Moss, C. M., & Brookhart, S. M. (2012). Learning Targets: Helping students aim for understanding in today's lesson. Alexandria, VA: Association for Supervision and Curriculum Development. National Council for the Social Studies (NCSS). (2013). The College, Career, and Civic Life (C3)Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS). Scott, D. (2013, October 27). GRASPS for Assessment Design. [Video File]. Retrieved December 1, 2015 from Stiggin, R. (2007). Assessment through the student's eyes. Education Leadership. 64(8) ,