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Step 6

Generate Exemplary Responses

Students need to know what "good" looks like if we are to expect them to hit the learning target we set (i.e., accomplished level of performance). Don't make the assessment a guessing game for students.

Considerations

  1. What would an exemplary response(s) to this performance task be?
  2. What are the key characteristics of such a response(s)?
  3. Does your exemplary response clearly relate to the selected standard(s) you wish to assess?

Use prior student work if it is available, selecting the outstanding products/performances as a basis for identifying the key characteristics of an exemplary response.

If prior student work is NOT available (e.g., it is a new task), try to develop your own examples based on your expectations and experience.

Review the evaluative criteria you specified in Step 5 to ensure that the characteristics of the exemplary responses clearly relate to those criteria. In other words, does your idea of "good" match with the criteria you said you would be using to measure student performance? If not, Revise the criteria as necessary.

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