| Background Information about Tasks:
Performance assessment tasks translate standards and targets into
exercises that allow students to reveal their proficiency in the
areas to be assessed. Good tasks therefore allow students to effectively
create a sample product or performance that can be observed and
judged. Each assessment task specifies: (1) administration procedures
for the instructor including the materials needed for the performance
exercise, set-up and safety precautions; and (2) student directions
and questions for students to answer during and after the completion
of the task.
Well-designed tasks will be linked to original achievement targets,
will be clearly defined, will make the goals and expected outcomes
of the tasks clear to all members of the school community, and will
not have embedded biases. Thus the language and nature of the performance
exercises must be sensitive to the gender, linguistic, and cultural
background of the students being assessed. As with target development,
task development is best accomplished communally. The input of different
people who share common assessment targets and goals will provide
richer, more diverse ideas of ways to assess a given target or goal.
The scope of the targets or goals to be assessed will determine
the number of tasks that will need to be developed.