Step 4
Identifying the Student product(s) and/or Performance(s)
Considerations
What student product(s) and/or performance(s) will provide evidence of understanding and/or proficiency related to your identified standards selected in Step 1?
In order for the student to maintain a focus and to become engaged with the performance task, the product(s) and/or performance(s) should be guided by a purpose, audience, and student role.
Describe the product(s) and/or performance(s) that will be created by the student to provide evidence that they have attained an acceptable level of understanding and/or proficiency relative to the selected standard from Step 1. You may wish to select one or more of the following examples:
Written |
Oral |
Visual |
| advertisement | audiotape | advertisement |
| biography | debate | banner |
| book report/review | discussion | cartoon |
| brochure | dramatization | collage |
| crossword puzzle | interview | collection |
| editorial | newscast | computer graphic |
| essay | oral presentation | construction |
| experiment record | oral report | data table |
| game | play | design |
| journal | poetry reading | diagram |
| lab report | rap | display |
| letter | skit | diorama |
| log | song | drawing |
| magazine article | teach a lesson | filmstrip |
| memo | graph | |
| newspaper article | map | |
| poem | model | |
| proposal | painting | |
| questionnaire | photograph | |
| research report | poster | |
| script | scrapbook | |
| test | sculpture | |
| slide show | ||
| storyboard | ||
| videotape |
Steps in the Design Process
- Step 1 - Identify Standard(s), Components, and Indicators
- Step 2 - Create a Meaningful Context for the Task
- Step 3 - Identify Thinking Skills/Processes to Build into the Task
- Step 4 - Identify the Products and/or Performance
- Step 5 - Identify Criteria for Evaluating Performance
- Step 6 - Generate Exemplary Responses
- Step 7 - Construct Scoring Tools
- Step 8 - Try out the Task
- Revise Where Necessary
