Week 4 Quiz on Developing Performance Tasks

A teacher is designing a performance task for her students using the GRASPS model. Which of the following should she determine first to ensure the task is meaningful and authentic?

• The type of product or performance expected

• The role the student will play in the scenario

• The goal or challenge statement of the task

• The scoring rubric criteria

A school wants to implement differentiated performance tasks for diverse learners. Which of the following is the BEST approach?

• Assign the same performance task to all students to ensure fairness

• Allow students to choose a task format that matches their learning style

• Use only verbal assessments to measure students' understanding

• Exclude students with special learning needs to maintain consistency

A teacher is designing a portfolio assessment for her students. Which statement justifies the use of a portfolio as an assessment tool?

• Portfolios provide opportunities for students to engage in multiple-choice questions

• Portfolios focus only on theoretical knowledge rather than skills application

• Portfolios allow students to document their growth and learning process over time

• Portfolios limit students to one format of presenting their work

Which of the following scenarios BEST demonstrates the application of differentiated instruction in designing a performance task?

• Providing the same written essay assignment to all students regardless of their abilities

• Allowing students to present their understanding through either a debate, a portfolio, or a model

• Evaluating all students using a checklist-based rubric only

• Giving extra tasks to high-achieving students while others complete a simpler version

A teacher wants to integrate higher-order thinking skills into a performance task. Which of the following modifications would be MOST effective?

• Asking students to list the steps in designing a performance task

• Asking students to analyze different performance tasks and justify which is most effective

• Asking students to match assessment tools with their descriptions

• Asking students to recall the components of the GRASPS model

Which performance task format is MOST appropriate for an auditory-musical learner?

• Writing a research paper on performance assessment

• Presenting a song or a spoken-word piece related to the topic

• Creating a collage that illustrates the importance of assessment

• Designing a physical model representing different rubric types

A teacher wants to ensure that a performance task is authentic. Which of the following characteristics should the task include?

• It must be highly structured with little room for creativity

• It must be relevant to real-world situations and practical application

• It must focus only on theoretical knowledge and definitions

• It must allow students to complete tasks individually without collaboration

Which of the following BEST describes why scoring rubrics are essential in performance tasks?

• They provide subjective evaluation based on personal opinions

• They ensure that student performance is measured consistently and fairly

• They allow teachers to assign random grades to students' work

• They focus only on assessing grammatical accuracy in student responses

A student receives feedback from a developmental rubric that highlights areas for improvement rather than a final grade. What is the PRIMARY purpose of using this type of rubric?

• To give students an idea of their overall grade without details

• To emphasize student weaknesses without offering solutions

• To guide students in improving their performance over time

• To ensure all students receive the same feedback regardless of their work

A teacher uses prior knowledge links as part of a performance task. How does this strategy support students' learning?

• It requires students to memorize previous lessons before completing the task

• It encourages students to draw connections between their experiences and new content

• It eliminates the need for scaffolding in complex learning tasks

• It restricts students from exploring new ideas beyond their past experiences