U n d e r s t an d i n g b y D e s i g n P r o f e s s i o n al D e v e l o p m e n t Wo r k b o o k

Constructing a Performance Task Scenario

Using GRASPS
Mathematics

Goal:
The goal (within the scenario) is to minimize costs for shipping bulk quantities of
M&M'S.

Role:
You are an engineer in the packaging department of the M&M'S candy company.

Audience:
The target audience is nonengineer company executives.

Situation:
You need to convince penny-pinching company officers that your container design will
provide cost-effective use of the given materials, maximize shipping volume of bulk
quantities of M&M'S, and be safe to transport.

Product Performance and Purpose:

You need to design a shipping container from given materials for the safe and
cost-effective shipping of the M&M'S. Then you will prepare a written proposal in which
you include a diagram and show mathematically how your container design provides
effective use of the given materials and maximizes the shipping volume of the M&M'S.

Standards and Criteria for Success:

Your container proposal should ...
Provide cost-effective use of the given materials.
Maximize shipping volume of bulk quantities of M&M'S.
safe to transport.

Your models must make the mathematical case.

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 Stage 2

Constructing a Performance Task Scenario

Using GRASPS
Social Studies

Goal:
Your goal is to help a group of foreign visitors understand the key historic, geographic,
and economic features of our region.

Role:
You are an intern at the Regional Office of Tourism.

Audience:
The audience is a group of nine foreign visitors (who speak English).

Situation:
You have been asked to develop a plan, including a budget, for a four-day tour of the
region. Plan your tour so that the visitors are shown sites that best illustrate the key
historic, geographic, and economic features of our region.

Product Performance and Purpose:

You need to prepare a written tour itinerary and a budget for the trip. You should
include an explanation of why each site was selected and how it will help the visitors
understand the key historic, geographic, and economic features of our region. Include a
map tracing the route for the tour.

Standards and Criteria for Success:

Your proposed tour plan (including itinerary, budget and route map) needs to include
The key historic, geographic, and economic features of the region.
A clear rationale for the selected sites.
Accurate and complete budget figures.

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 U n d e r s t a n d i n g b y D e s i g n P r o f e s s io n a l D e v e lo p me n t W o r k b o o k

rf

A Collection of Assessment Evidence

English, High School

7,5 Alk' 4 Performance Tasks:

0
What's Wrong with Holden?You are a member of an advisory committee for the hospital where
Holden Caulfield is telling his story. After a close reading and discussion of Holden's account of the
events of the preceding December, your task is to write (1) a summary report for the hospital; and (2) a
letter to Holden's parents explaining what is wrong with Holden. You should prepare for a meeting with
the parents to explain and justify your analysis of Holden's behavior.

Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observations)

1. Essay"He was the kind of phony who
has to give himself room when he answers
someone's question... " Students will
write to explain Holden's concern for
authenticity.
2. LetterEach student will write a one-
41: page letter describing Holden from the
point of view of another character in the
novel.
3. QuizzesThree quizzes on plot details.
4. JournalStudents respond in their jour-
nals at the end of each reading assign-
ment to these questions: (a) What i s the
most important thing you learn about
Holden in this section of the novel? (b)
What is the most important unanswered
question about Holden at this point in
the novel?

Student Self-Assessment and Reflection:

The final journal entry is a reflection guided by three questions: 0

1. What changed for you in the way you saw Holden as this book went along?
2. If, as some people claim, "misunderstanding is inevitable," what were your misunderstand-
ings before and during this unit?
3. If you were to teach this novel to next year's students, what would you do to ensure that
they really understand the novel (rather than simply read it)?

rr
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 Stage 2

Assessment Task Blueprint

Nutrition

What understandings or goals will be assessed through this task? 0

Students will plan appropriate diets for
themselves and others.

What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must
student work demonstrate to signify that standards were met?

Nut r it ion ally soun d

Comparison of taste vs. nutrition
Feasible

Through what authentic performance task will students demonstrate understanding?

Task Overview: 0
Since we have been learning about nutrition, the camp director at the Outdoor Ed Center has asked us to propose a
nutritionally balanced menu for our three-day trip to the center later this year. Using the USDA Food Pyramid
guidelines and the nutrition facts on food labels, design a plan for three days, including the three main meals and
three snacks (a.m., p.m., and campfire). Your goal is a tasty and nutritionally balanced menu. In addition to your menu,
prepare a letter to the camp director explaining how your menu meets the USDA nutritional guidelines. Include a chart
showing a breakdown of the fat, protein, carbohydrates, vitamins, minerals, and calories.

What student products and performances will provide evidence of desired understandings?

Menu with chart of nutritional values Letter to camp director

1

By what criteria will student products and performances be evaluated?

Menu meets USDA guidelines Effective explanation of nutritional value and

Nutritional values chart is accurate and taste appeal of proposed menu
complete P r o p er l et t er f o r m
Menu addresses the audience and the situation Correct spelling and conventions

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 Stage 2

A Collection of Assessment Evidence

Nutrition, Grades 5-6

Performance Tasks:

You Are What You EatStudents create an illustrated brochure to teach younger children about the
importance of good nutrition for healthful living. Offer younger students ideas for breaking bad
eating habits.

Chow DownStudents develop a three-day menu for meals and snacks for an
upcoming Outdoor Education camp experience. They write a letter to the camp director to explain
why their menu should be selected (by showing that it meets the USDA Food Pyramid
recommendations, yet it is tasty enough for the students). Include at least one modification for a
specific dietary condition (diabetic or vegetarian) or religious consideration.

Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observations)

QuizThe food groups and the USDA Food Pyramid

PromptDescribe two health problems that could arise as a result of poor nutrition and explain
how these could be avoided.

Skill CheckInterpret nutritional information on food labels.

Student Self-Assessment and Reflection:

1. Self-assess the brochure, You Are What You Eat.

2. Self-assess the camp menu, Chow Pawn.
3. Reflect on the extent to which you eat healthy at the end of unit (compared to
the beginning).

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