Performance Task Analysis-Summative Assessment Preparation 

Performance Task Analysis-Summative Assessment Preparation 

This week’s assignment requires you to make connections between our course learning outcomes, what you observe from a highly effective source known as Smarter Balanced, and how you can apply what you’ve learned to your own instructional practice. You will first spend some time analyzing theSmarter Balanced Assessment Consortium website to inform your response. The following must be done before constructing your assignment:

To find the rubric in part “d”, view the “About this item” tab at the top. Note the “Claim” for the assignment (aligns with standard) and the “Target” (objectives and sub-objectives align with Depth of Knowledge [DOK]).

Directions: Use the provided template to complete your analysis of what you learned from Smarter Balanced. Ultimately, you will evaluate how what you observe relates to our course learning outcomes regarding Learning and Assessment for the 21st century. You must include:

  • Column 1: All      six Course Learning Outcomes (CLO) including numbers and descriptions.
  • Column 2: At      least one specific example of what you observed from Smarter Balanced that      aligns with the corresponding Course Learning Outcome (CLO).
  • Column 3: Describe      how the course learning outcome and coordinating evidence from Smarter      Balanced can support you in your own construction of assessments.

See the example below (may not reproduce content):


(All six course learning outcomes should be included in column 1)

Evidence   from Smarter Balanced
 (description and explanation including where found )

 (Personal connection & how the CLO and evidence from Smarter   Balanced may help you construct high quality assessments)


1. Assess individual and group   performance through use of established criteria for student mastery   (including rubrics) in order to design instruction to meet learners’ needs in   each area of development (cognitive, linguistic, social, emotional, and   physical).

Rubrics are constructed with   established criteria following cognitive levels of Depth Knowledge

6th Grade Writing sample rubric

It was interesting to see both   cognitive and content components represented in the rubrics. This shows me   how I can succinctly design my own rubrics to include a more rigorous, yet   explicit criteria.



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