By walking through this sample adaptation of a PALM task, you can
begin to see how you yourself can modify performance assessment
tasks. We start here with the actual standards used in a task's
development and move towards the creation of specific targets or
goals. These elements of a task design can be found in the first
part of a task's Administration Procedures. Targets, which are not
specified in the PALM library, must be created.
Red
text shows modified or added text.
notes explain the changes and purple
text will be eliminated in the final adaptation.
Velocity
Administration
Procedures
Grades 58 Performance Task
Contributed by: Council of Chief State School Officers (CCSSO/SCASS)
Description:
This event asks students to determine the average speed of a toy
car as it travels six different distances set up by the students.
Three trials are done for each distance. The only requirement is
that the longest distance must be at least three times longer than
the shortest distance used. Students use their experience to describe
an experiment to determine if cars that pass by the school are speeding.
This task is designed to take students approximately
40  50 5060 minutes
to complete.
Overall Task Content Area:
Specific Knowledge Areas:
 Motions and forces
 Using mathematics
Performance Expectations:
 conducting investigations
 using equipment
 gathering, organizing, and representing data
 formulating conclusions from investigational data
 applying scientific principles to develop explanations and
solve new problems
 applying mathematics to develop explanations
and solve new problems
National Science Education Standards:
8 B PS 2: Motions and forces: Grades 58
2.1 The motion of an object can be described by
its position, direction of motion, and speed. That motion can be
measured and represented on a graph.
8 A SI 1: Ability necessary to do scientific
inquiry: Grades 58
1.2 Design and conduct a scientific investigation.
Students should develop general abilities, such as systematic observation,
making accurate measurements, and identifying and controlling variables.
They should also develop the ability to clarify their ideas that
are influencing and guiding the inquiry, and to understand how those
ideas compare with current scientific knowledge. Students can learn
to formulate questions, design investigations, execute investigations,
interpret data, use evidence to generate explanations, propose alternative
explanations, and critique explanations and procedures.
1.4 Develop descriptions, explanations, predictions,
and models using evidence. Students should base their explanation
on what they observed, and as they develop cognitive skills, they
should be able to differentiate explanation from description —
providing causes for effects and establishing relationships based
on evidence and logical argument. This standards requires a subject
knowledge base so the students can effectively conduct investigations,
because developing explanations establishes connections between
the content of science and the contexts within which students develop
new knowledge.
1.8
Use mathematics in all aspects of scientific inquiry. Mathematics
is essential to asking and answering questions about the natural
world. Mathematics can be used to ask questions; to gather, organize,
and present data; and to structure convincing explanations.
National Council of Teachers of Mathematics:
AL1: Understand patterns, relations and
functions:
Grades 68 f. represent, analyze, and generalize a variety
of patterns with tables, graphs, words, and, when possible, symbolic
rules
DAP2: Select and use appropriate
statistical methods to analyze data:
Grades 68 e. find, use, and interpret measures
of center and spread, including mean and interquartile range
DAP3: Develop and evaluate
inferences and predictions that are based on data:
Grades 68 e. use conjectures to formulate
new questions and plan new studies to answer them
MEAS2: Apply appropriate techniques, tools,
and formulas to determine measurements:
Grades 68 k. select and apply techniques
and tools to accurately find length, area, volume, and angle measures
to appropriate levels of precision;
Grades 68 o. solve simple problems involving
rates and derived measurements for such attributes as velocity and
density.
PS2: Solve problems
that arise in mathematics and in other contexts:
Grades 68
RP2: Develop and evaluate
mathematical arguments and proofs:
Grades 68
CON4: Use the language
of mathematics to express mathematical ideas precisely:
Grades 68
CON2: Understand how
mathematical ideas interconnect and build on one another to produce
a coherent whole:
Grades 68
Achievement Targets
Knowledge Targets
• Understands the concepts of force and motion
• Understands the steps involved in planning an experiment
to determine if cars are speeding
• Understands how to represent data in multiple ways
Reasoning Targets
• Uses findings to construct a reasonable explanation about
the accuracy of their data
• Uses findings to reason about the relationship between time
and distance traveled
• Uses findings to design a new experiment
Skill Targets
• Makes and records measurements of speed
• Calculates average speed
• Makes accurate graphical representation of data
Product Targets
• Uses skills and reasoning to clearly answer questions in
the assessment
Click here
to see another example of how to adapt the standards
continue to step 2, adapting task
and task design, or learn more about
targets before you go on.
