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Perform: What Is A Performance Task?

A performance task is an assessment that requires students to demonstrate their knowledge and skills by creating a tangible product or performance. Unlike multiple choice questions, performance tasks present real-world situations that require students to apply their learning. Performance tasks are characterized by being open-ended, authentic, requiring transfer of knowledge, multi-faceted, and able to integrate multiple subjects. Student responses are evaluated using established criteria and rubrics.

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Mary Grace Cabalquinto
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186 views3 pages

Perform: What Is A Performance Task?

A performance task is an assessment that requires students to demonstrate their knowledge and skills by creating a tangible product or performance. Unlike multiple choice questions, performance tasks present real-world situations that require students to apply their learning. Performance tasks are characterized by being open-ended, authentic, requiring transfer of knowledge, multi-faceted, and able to integrate multiple subjects. Student responses are evaluated using established criteria and rubrics.

Uploaded by

Mary Grace Cabalquinto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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What Is a Performance Task?

A performance task is any learning activity or assessment that asks


students to perform to demonstrate their knowledge, understanding
and proficiency. Performance tasks yield a tangible product and/or
performance that serve as evidence of learning. Unlike a selected-
response item (e.g., multiple-choice or matching) that asks students
to select from given alternatives, a performance task presents a
situation that calls for learners to apply their learning in context.

Performance tasks are routinely used in certain disciplines, such as


visual and performing arts, physical education, and career-technology
where performance is the natural focus of instruction. However, such
tasks can (and should) be used in every subject area and at all grade
levels.

Characteristics of Performance Tasks


While any performance by a learner might be considered a
performance task (e.g., tying a shoe or drawing a picture), it is useful
to distinguish between the application of specific and discrete skills
(e.g., dribbling a basketball) from genuine performance in context (e.g.,
playing the game of basketball in which dribbling is one of many
applied skills). Thus, when I use the term performance tasks, I am
referring to more complex and authentic performances.

Here are seven general characteristics of performance tasks:

1. Performance tasks call for the application of knowledge and


skills, not just recall or recognition.

In other words, the learner must actually use their learning


to perform. These tasks typically yield a tangible product (e.g.,
graphic display, blog post) or performance (e.g., oral
presentation, debate) that serve as evidence of their
understanding and proficiency.

North Vancouver School District | Performance Tasks


2. Performance tasks are open-ended and typically do not yield a
single, correct answer.

Unlike selected- or brief constructed- response items that seek a


“right” answer, performance tasks are open-ended. Thus, there
can be different responses to the task that still meet success
criteria. These tasks are also open in terms of process; i.e., there
is typically not a single way of accomplishing the task.

3. Performance tasks establish novel and authentic contexts for


performance.

These tasks present realistic conditions and constraints for


students to navigate. For example, a mathematics task would
present students with a never-before-seen problem that cannot
be solved by simply “plugging in” numbers into a memorized
algorithm. In an authentic task, students need to consider goals,
audience, obstacles, and options to achieve a successful product
or performance. Authentic tasks have a side benefit – they
convey purpose and relevance to students, helping learners see
a reason for putting forth effort in preparing for them.

4. Performance tasks provide evidence of understanding via


transfer.

Understanding is revealed when students can transfer their


learning to new and “messy” situations. Note that not all
performances require transfer. For example, playing a musical
instrument by following the notes or conducting a step-by-step
science lab require minimal transfer. In contrast, rich
performance tasks are open-ended and call “higher-order
thinking” and the thoughtful application of knowledge and skills
in context, rather than a scripted or formulaic performance.

North Vancouver School District | Performance Tasks


5. Performance tasks are multi-faceted.

Unlike traditional test “items” that typically assess a single skill


or fact, performance tasks are more complex. They involve
multiple steps and thus can be used to assess several standards
or outcomes.

6. Performance tasks can integrate two or more subjects as well as


21st century skills.

In the wider world beyond the school, most issues and problems
do not present themselves neatly within subject area “silos.”
While performance tasks can certainly be content-specific (e.g.,
mathematics, science, social studies), they also provide a vehicle
for integrating two or more subjects and/or weaving in
21 st century skills and Habits of Mind. One natural way of
integrating subjects is to include a reading, research, and/or
communication component (e.g., writing, graphics, oral or
technology presentation) to tasks in content areas like social
studies, science, health, business, health/physical education.
Such tasks encourage students to see meaningful learning as
integrated, rather than something that occurs in isolated
subjects and segments.

7. Performances on open-ended tasks are evaluated with


established criteria and rubrics.

Since these tasks do not yield a single answer, student products


and performances should be judged against appropriate criteria
aligned to the goals being assessed. Clearly defined and aligned
criteria enable defensible, judgment-based evaluation. More
detailed scoring rubrics, based on criteria, are used to profile
varying levels of understanding and proficiency.


North Vancouver School District | Performance Tasks

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