Download Performance Tasks and Rubrics for Upper Elementary by Charlotte Danielson, Joshua Dragoon PDF

By Charlotte Danielson, Joshua Dragoon

Performance projects are powerful instruments to aid you in imposing rigorous criteria. yet how do you create, overview, and use such instruments? during this bestselling booklet, academic specialists Charlotte Danielson and Joshua Dragoon clarify tips to build and follow functionality initiatives to gauge scholars’ deeper realizing of mathematical ideas on the top uncomplicated point. You’ll find out how to:

  • Evaluate the standard of functionality initiatives, no matter if you’ve written them your self or came upon them online;
  • Use functionality projects for educational decision-making and to organize scholars for summative assessments;
  • Create your personal functionality initiatives, or adapt pre-made projects to top suit students’ needs;
  • Design and use scoring rubrics to guage complicated functionality tasks;
  • Use your scholars’ effects to speak extra successfully with parents.

This must-have moment version is totally aligned to the typical center nation criteria and tests and features a number of new functionality initiatives and rubrics, besides samples of scholar paintings. also, downloadable scholar handout types of the entire functionality initiatives can be found as loose eResources from our web site (, so that you can simply distribute them in your class.

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Read or Download Performance Tasks and Rubrics for Upper Elementary Mathematics: Meeting Rigorous Standards and Assessments PDF

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Additional resources for Performance Tasks and Rubrics for Upper Elementary Mathematics: Meeting Rigorous Standards and Assessments

Example text

Why Use Performance Assessment? ◆ 17 A Word about Grading Many educators ask about converting the results of performance assessmen­t to traditional grades. There are no easy answers to this question for the simple reason that the issue of grading does not lend itself to simplisti­c approaches. The reasons for this difficulty, however, are not related to performanc­ e assessment, but to the varied methods and purposes for assigning grades. A “score” on a performance assessment is a straightforward matter; student work is evaluated against a clear standard and a judgment made as to where it stands against that standard.

Second, the directions should specifically ask students to do everything on which they will be evaluated. For example, if one of the assessment criteria for a mathematics problem involves the organization of information, students should be specifically instructed to “present their information in an organized manner,” or some such wording. Related to the question of directions is that of scaffolding, that is, how much support should students receive in accomplishing the performance task? For example, in a mathematics problem that involves a multi-step solution, should the students be prompted for each step, or is that part of the problem?

This builds on their prior work partitioning shapes into regions of equal area, including halves, thirds, and fourths. Students apply their understanding of equal parts to unit fractions on a number line in grade three and operations with fractions in grades four and five. These content standards define grade-level proficiency and mastery, with a focus on fewer concepts understood more deeply. This results in teachers teaching less content at a higher level of cognitive demand. Students build on the foundations set in third grade by using visual fraction models to compare fractions and identify equivalent fractions.

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