Performance Task Description

You will create a summative assessment in order to measure students understanding in your
learning segment. Your three to five lessons in the learning segment will be built upon one
another toward a central focus with a clearly defined beginning and end. Your learning segment
and assessment are for ninth grade students in your content area.

Your summative assessment must be a performance task for your students. You will design the
task using the GRASPS task builder. You will also create a rubric to measure students learning.
The rubric will be a three level performance (beginning, developing, proficient) with criteria that
relates to the outcomes and assessments in the learning segment and written in student friendly
language. You will use your rubric for evaluating your students learning in the learning segment.
Remember, this summative assessment is for this learning segment and must be a performance so
tasks such as extensive reports, papers, tests do not meet the criteria. Be creative, realistic, and
develop higher level thinking skills for your students through this task.

Summative Assessment
Students will be assessed by competing in a game, starting a game with that includes three steps
and once each group has each step finished they will given a star and the student with the most
stars will be rewarded. There will be three steps students take to get one star, they will work in
group of three. First step they will be given a description of a function and they will have to
figure out what the function will have to be based on the description. Second step students will
graph the function. Then third step students will have to summarize what they did. When they
are done they must create a map of the functions and steps they did in order to complete their
project. They will be given examples as well as a rubric to explain what is expected from them.
This process will be ongoing for 2-3 weeks and the student with the most stars on their project
will determine who knows/understands the concept best and who lack comprehension. Based on
the summaries students will be given feedback to try again with different functions.

G.R.A.S.P.S.

Table 1

Proficient Developing Developing

Content(All three The map goes in order from the
steps, and correct functions, the correct graph
accuracy): and correct units as well as the
correct descriptions. Also has at
least 10 stars must be presented.
The map goes in order however some The order is incorrect as well as all
of the steps are incorrect. Or, the map two or more steps. Less than 5
is not in order but the content is stars are presented,
correct.Less than 10 stars are
presented.

Attractiveness(La Exceptionally attractive and clear.
yout, design, and Creative with their map and all steps
neatness) are clearly stated. All stars are
present and labels are correctly put
onto project. Proper mechanics
used.
Attractive enough to attract the
audience however it is not clear. The
maps steps are not clear. All stars are
not present and the labels are
correctly placed on project. Proper
mechanics used.
Not attractive, messy and map was
not in order. The maps steps are
not labeled correctly. Writing is
not legible and mechanics are
poorly displayed.

Knowledge Student can accurately answer all Student can accurately answer most Student appears to have
Gain( Can you questions related to facts in the map questions related to facts in the map insufficient knowledge about the
explain ?) and processes used to create the and processes used to create the map. facts or processes used in the map.
map.
Timing Handed in on time, and map was Handed in on time and presentation Late and too long and too short of
presented within 10 minutes. was longer than 15 minutes. a presentation.