Sample Performance Tasks

Level 1: Grades K-2

Sample Performance Task

Your classroom is doing a study on your favorite author. This author has written so many types of books and you are excited to have your classmates learn all about them. Knowing your interest in the author, your teacher has given you the responsibility of compiling a list of books you think the classroom should borrow from the media center. Knowing the students have a wide variety of interests, she has asked you to organize the books. Your teacher would also like you to explain to the students how you located your favorite books in the library.

How might you go about deciding how to organize the books? What categories might you use? How will you go about explaining how to locate the books in the media center? Are there other ways to locate books?

You will be assessed on your ability to classify the books by categories, your ability to explain why you classified as you did, your ability to explain how to locate books in the media center and your ability to work collaboratively with peers.

This sample performance task addresses the following:

Complex Thinking Standards

Classification
Decision Making

Learner Expectation(s)

Collaborative Workerr
Knowledgeable Person (see content standard)
Versatile Thinker (see complex thinking standard)

K-12 Content Standard(s) I. Recognizes the need for information and initiates the search process.
II. Locates, retrieves and records information from a variety of print and electronic sources.

Key Learnings 2. Browses for information on topics of interest
3. Understands the basic organization of the library collection.

Complex Thinking Standards	Classification Decision Making
Learner Expectation(s)	Collaborative Workerr Knowledgeable Person (see content standard) Versatile Thinker (see complex thinking standard)
K-12 Content Standard(s)	I. Recognizes the need for information and initiates the search process. II. Locates, retrieves and records information from a variety of print and electronic sources.
Key Learnings	2. Browses for information on topics of interest 3. Understands the basic organization of the library collection.

SOURCE: Educational Planning, Portland Public Schools

Level 2: Grades 3-5

Sample Performance Task

You get to set up a freshwater aquarium in your classroom! What are some of the questions you might have about doing this project? How might you find out more information? What sources might you use? How will you decide if the information is helpful? How will you be able to explain the information to others? Make a list of materials and suggestions for plants, fish, and other aquatic life for the aquarium, a brief description of each and the reasons why you suggested them.

You will be assessed on your ability to locate sources and information, your ability to understand the information and make informed decisions, your ability to share findings and recommendations with others, and your ability to communicate in a variety of ways.

This sample performance task addresses the following:

Complex Thinking Standards

Decision Making

Learner Expectation(s)

Effective Communicator
Knowledgeable Person (see content standard)
Versatile Thinker (see complex thinking standard)

K-12 Content Standard(s) I. Recognizes the need for information and initiates the search process.
III. Interprets and evaluates information.

Key Learnings 1. Uses search strategies.
1. Understands the need to summarize and to paraphrase information.

Complex Thinking Standards	Decision Making
Learner Expectation(s)	Effective Communicator Knowledgeable Person (see content standard) Versatile Thinker (see complex thinking standard)
K-12 Content Standard(s)	I. Recognizes the need for information and initiates the search process. III. Interprets and evaluates information.
Key Learnings	1. Uses search strategies. 1. Understands the need to summarize and to paraphrase information.

SOURCE: Adapted from Wisconsin Educational Media Associates, 1993

Level 3: Grades 6-8

Sample Performance Task

As captain of your sports team, you are responsible for helping your team develop the physical abilities and mental attitudes necessary to work together and win. Lately, a team member has been sharing training tips and samples of "Enerjazz" drink he claims will boost endurance and strength. Your team mates are

confused and are starting to slack off from practice. Your teammate claims he is passing out quality information as the credentials look good and the information was on the Internet. He was not able to provide information about the drink.

What might you do to determine the accuracy of the information, the credentials of the authors and the merits of the drink? How might the bibliography listed supply you with information? What steps will you take to present balanced yet accurate data on what is recommended for proper training and nutrition for young people?

You will be assessed on your ability to outline how you might go about investigating the claims of your teammate, your ability to construct support for your point of view using information that is accurate, relevant and derived from experts, and your ability to communicate effectively in a variety of ways.

This sample performance task addresses the following:

Complex Thinking Standards

Constructing Support
Investigation

Learner Expectation(s)

Effective Communicator
Knowledgeable Person (see content standard)
Versatile Thinker (see complex thinking standard)

K-12 Content Standard(s) I. Recognizes the need for information and initiates the search process.
IV. Presents and communicates information for a variety of purposes.

Key Learnings 3. Evaluates information as to accuracy, authority, bias, and relevancy.
1. Understands standard biographic format

Complex Thinking Standards	Constructing Support Investigation
Learner Expectation(s)	Effective Communicator Knowledgeable Person (see content standard) Versatile Thinker (see complex thinking standard)
K-12 Content Standard(s)	I. Recognizes the need for information and initiates the search process. IV. Presents and communicates information for a variety of purposes.
Key Learnings	3. Evaluates information as to accuracy, authority, bias, and relevancy. 1. Understands standard biographic format

SOURCE: Paul MacDowell, Portland Public Schools
SOURCE: Adapted Wisconsin Educational Media Associates, 1993

Level 4: Grades 9-12

Sample Performance Task

Your favorite grandmother is getting on in years. Your parents are in the process of making some hard decisions about grandmother; decisions about assisted living, health care, and medical treatments. The more you hear them talk, the more confused you get. What is aging? What are the best treatment plans? What living arrangements are the best for grandmother? Given all the questions you decide to focus on one to research. Your information might be crucial in planning for grandmother’s future so you want the best information to make informed decisions and recommendations.

How might you go about selecting the question to research? What strategies will you use to conduct the research? How will you go about making to informed decisions about the information? What recommendations will you make based on the data?

You will be assessed on your ability to articulate a question to research, your ability to collect data from a variety of sources, your ability to make informed decisions from all the data and your ability to communicate effectively in a variety of ways.

This sample performance task addresses the following:

Complex Thinking Standards

Induction
Decision Making

Learner Expectation(s)

Involved Citizen
Knowledgeable Person (see content standard)
Versatile Thinker (see complex thinking standard)

K-12 Content Standard(s) I. Recognizes the need for information and initiates the search process.
III. Interprets and evaluates information.

Key Learnings 1. Formulates a thesis and searches for information to support it
3. Draws conclusions based on information gathered.

Complex Thinking Standards	Induction Decision Making
Learner Expectation(s)	Involved Citizen Knowledgeable Person (see content standard) Versatile Thinker (see complex thinking standard)
K-12 Content Standard(s)	I. Recognizes the need for information and initiates the search process. III. Interprets and evaluates information.
Key Learnings	1. Formulates a thesis and searches for information to support it 3. Draws conclusions based on information gathered.

SOURCE: Educational Planning, Portland Public Schools
SOURCE: Educational Planning, Portland Public Schools