| A Guide to Using the Take Responsibility for Learning Performance Continuum | |
Tips for Using the Guide |
|
 |
Getting to Know the EFF Standard Take Responsibility for Learning |
|
What is the Take Responsibility for Learning Performance Continuum? |
|
Getting to Know the Dimensions of Performance for Take Responsibility for Learning |
Take Responsibility for Learning Performance Continuum: |
|
|
Level 1 |
|
Level 2 |
|
Level 3 |
|
Level 4 |
|
|
|
|
Using the Performance Continuum Within the Teaching and Learning Cycle: |
|
|
Before Instruction |
|
Planning Activities |
|
Planning for the Collection of Evidence |
|
|
|
Using the Performance Continua After Instruction: Accountability Assessment Tasks |
|
Home |
|
EFF Portal |
Creating Instructional Assessment Tasks
Toward the end of some teaching and learning activities, teachers may also want to consider developing a special kind of assessment task referred to as an "instructional assessment task." Instructional assessment tasks are:
- based on an assessment of all the components of the standard at a particular level;
- mirror high stakes assessment tasks and use similar rubrics;
- used at points where the teacher wants to assess whether or not a student or group of students is ready to be assessed more formally for movement on to the next performance level or needs further instruction;
- used to help students to understand how they will be assessed for high-stakes assessment purposes;
- relatively lower-stakes assessments that require less rigor and standardization than high stakes assessment.
For a more in-depth description of instructional assessment tasks and a complete sample task go to Section 5 of Improving Performance, Reporting Results: The Guide to Using the EFF Read with Understanding Assessment Prototype. The ARC library section of the EFF Assessment Resource Collection also contains steps for how to use the performance continuum to create an instructional assessment task and an activity-specific rubric for multiple levels of the continuum.
Next -->
