Performance+Tasks+and+Rubrics

=Performance Tasks and Rubrics=

Introducing students to performance tasks is great way to fuse authentic experiences with conceptual development and assessment. However, implementing this sort of instructional tool is by means a simple task. In fact even understanding what a performance task is can be taxing. One of the most common misconceptions with performance tasks is that they are noting more than a long-term project. It is easy to see similarities between these two forms of assessment. However, there are some important distinctions:

> Performance tasks generate a need to know (either as means to attain instruction goals or a means to insure instructional goal have been met.)
 * || * Performance tasks can drive instruction or culminate instructions
 * Performance tasks are explicit and based on well designed problems
 * Performance tasks are authentic. || [[image:http://books.nap.edu/html/inquiry_addendum/images/jpg/ch3_f1.jpg width="184" height="271"]] ||

Projects on the other hand emphasizes a presentation of subject-specific content that rarely involves any active construction of knowledge. Recently, Harvard University produced some very interesting research on instructional projects during a study on science education. Click here for article.

http://www.cfa.harvard.edu/smg/ficss/ficss.html


 * Exemplars**


 * = **Rubrics** ||= **Tasks** ||
 * =  ||= [|Watersheds.doc] ||

= =