Designing Authentic Performance Tasks to Promote
Meaningful Learning and Measure What Matters Most
Presented by Jay McTighe
December 1 - 2, 2016 | Aldine ISD
Performance-based assessments are curriculum-embedded tasks that are intended to engage students in applying their knowledge and skills in an authentic and relevant context. Like a cornerstone anchors a building, these assessments are meant to anchor the curriculum around the most important performances that we want learners to be able to do with the content knowledge and skills they are learning.
Performance tasks are set within the curriculum (as opposed to externally imposed); recur over the grades, becoming increasingly sophisticated over time; establish authentic contexts for performance; assess understanding and transfer via genuine performance; integrate 21st century skills (e.g., critical thinking, technology use, teamwork) with subject area content; and evaluate performance with established rubrics.
In this workshop, we’ll apply practical and proven tools and templates for designing performance tasks and rubrics aligned to state standards and 21st century skills. We will also preview excellent Internet resources to support task and rubric design, and consider the implications for instruction.
Event Dates: Thursday, December 1 - Friday, December 2, 2016
Event Time: 8:30 a.m. - 4:00 p.m.
Event Location: M.O. Campbell Education Center
1865 Aldine Bender Rd.
Houston, TX 77032
Have questions about registration? Contact us via email or phone, (512) 477-8200, ext. 10.
Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Jay is an accomplished author, having co-authored 14 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. His books have been translated into ten languages. Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops. He has conducted workshops in 47 states within the United States, in 7 Canadian provinces, and internationally to educators in 35 countries on six continents. Jay received his undergraduate degree from the College of William and Mary, earned his Master’s degree from the University of Maryland, and completed post-graduate studies at The Johns Hopkins University.
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