TASK 4 - Performance Assessment

FIELD WORK 4 - Performance Assessment

TASK:
Interview a Teacher or review the curriculum guide in order to determine learning competencies or targets that are appropriate for a performance task. Write specific learning objectives (based on the competencies/targets) and design a performance assessment for these objectives. Include a rubric for the assessment of the performance task. You may use online sources such as Rubistar.

CRITERIA FOR SUCCESS:
The objective(s) is/are SMART. The task is aligned with the objective(s) and competencies. The performance task is designed using GRASPS.

OUTPUT:

School: Future Center School for Special Needs

Address: Musaffa, Abu Dhabi City, U.A.E

Date of Interview: December 8, 2019

Name of the Teacher: Ms. Claire Al Tavaz 

Subject: English

WHAT IS PERFORMANCE ASSESSMENT?

Performance Assessment also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready made list. For example, a student may be asked to explain historical events, generate scientific hypothesis, solve math problems, converse in a foreign language, or conduct research on an assigned topic. Experienced raters either teachers or other trained staff, then judge the quality of the students work based on an agreed upon set of criteria.


The Listening Walk

Standard: 

• Students will be able to identify key behaviors of an active listener 
• Student will attend to the task for an allotted amount of time, one minute per year of age 
• Student will sit up straight, cross legged with their hands in their lap during listening activities

Task:

• During a circle time activity the student will read The Listening Walk by Paul Showers. 
• After reading the story the students should be able to talk about different things they hear in different environments. Once the students have listed several things they can hear, ask the students how they know when someone is listening to them. The student should be able to list a variety of ways they know someone is listening to them.
• The student should be sitting on the carpet or designated story time area sitting up straight and actively engaged in the lesson. 

RUBRICS:

Criteria:	Poor (0)	Satisfactory (1)	Excellent (2)
Student is able to identify key behaviors of an active listener.	Student was not able to list any active listening skills.	Student was able to list 1-2 active listening skills.	Student was able to list 3-4 listening skills.
Student was able to sit up straight during listening activity.	Student is un able to remain seated during activity.	Student requires 2 or fewer prompts to remain seated during activity.	Student require 0-1 prompt to remain seated during the activity.
Student was able to attend to the task for the designated amount of time ( one minute per age )	Student needed more than 2 prompts and was not able to attend the task.	Student is able to attend to the task for the designated amount of time however needed 1-2 prompts.	Student is able to attend to task for the designated amount of time of longer.