Designing and Teaching Authentic Performance Tasks
Module Two

Course Instructor: Don Mesibov
dmesibov@twcny.rr.com

Create an Authentic Performance Task:
1. Using your current curriculum determine where you might insert an authentic performance task that will have “meaning for your students beyond the classroom.”
2. Select the discipline, the unit of study and then the standard and one or two indicators that will be the focus of the authentic task.

3. Brainstorm with your students possibilities for a performance task that will address the standard and the indicators.

4. Select and write a clear, concise, user-friendly description of that authentic performance task. Please submit this description to me by clicking on the sentence below.

Please email responses to the following reflective questions to:
dmesibov@twcny.rr.com

With regards to the October/Module 1 assignment:

1. You have now generated a definition of an authentic performance task. Please submit this definition

With regards to Module 2:

2. Select and write a clear, concise, user-friendly description of that authentic performance task
Please include any additional comments you may have.

Additional Resources

provided by: Tara A. Demers - "4" Project

LeBuffe, J. R. (1993). Performance assessment. The Science Teacher, 60, 46-48.

Wiggins, G. P. (1998). Ensuring authentic performance. Educative assessment: Designing assessments to inform and improve student performance (pp. 21-42). San Francisco, CA: Jossey-Bass Publishers.

Wiggins, G. P. (1998). Individual performance tasks. Educative assessment: Designing assessments to inform and improve student performance (pp. 139-152). San Francisco, CA: Jossey-Bass Publishers.

Linking Exploratory Activities with Concepts Bateman, W. L. (1990). Changing your role as a teacher. Open to question: The art of teaching and learning (pp. 179-189). San Francisco, CA: Jossey-Bass Publishers.

Bateman, W. L. (1990). Discovering your own bias. Open to question: The art of teaching and learning (pp. 43-57). San Francisco, CA: Jossey-Bass Publishers.

Bevevino, M. M., Dengel, J., & Adams, K. (1999). Constructivist theory in the classroom: Internalizing concepts through inquiry learning. The Clearing House, 72(5), 275-278.

Edwards, C. H. (1997). Promoting student inquiry. The Science Teacher, 64, 18-21.

Forbes, C. E., & Ryba, K. (1994). Linking students, teachers, and learning within an inquiry-based classroom. The Computer Teacher, 21, 26-29.

Moscovici, H., & Nelson, T. H. (1998). Shifting from activitymania to inquiry. Science and Children, 35, 14-17+.

Rossman, A. D. (1993). Managing hands-on inquiry. Science and Children, 31, 35-37.