Differentiated Performance Task

Emily Eagles

University of Lethbridge (ID: 001210054)

EDUC 3504 Evaluation in Learning

Submitted to:

Keith Griffioen

8 October 2021

Word count before filling out responses: 281

Word count after filling out responses: 1141

 Differentiated Performance Task

I: The Students

Which students require no differentiation and why?

Abby:

- Proficient in reading and writing

- Organized (typed up interview answers beforehand)

- Knows where to seek help

- Very motivated/engaged in the classroom; liked prop buckets activity because she was

excited to ask her mother questions about her family (complex answer for a Grade 3

student)

Matthew:

- Proficient reader and writer (high textual learning)

- High engagement and motivation to learn

- Feels comfortable in school

- Knows who to ask for help

Which students need differentiation, and what would it look like? Which aspects of the interview

led you to this conclusion?

Patrick: an English Language Learner (ELL)

- Reading/writing is weak

- Retention is quite low

- Answers are simple (could not understand the questions or couldn’t answer in English)

- I would provide the assignment overview/rubric in both languages to promote bilingual

learning
 - Assign this project as one with partners/small groups to promote discussion-based

learning and peer teaching

Kayley: coded with a learning disability

- Reading/writing is weak

- Has been bullied in the past (low self-esteem/confidence)

- Needs positive reinforcement and step-by-step instruction (isolate directions into concise

steps to be completed)

- Assign this project as one to be completed in partners/groups to help her not feel

overwhelmed and allow positive peer relationships and teaching

Wyatt:

- Has trouble with comprehension

- Needs breakdown of instructions into clear steps (would isolate steps to focus on one at a

time)

- Allow longer time period to complete assignment

- Complete assignment with partner/group to initiate conversations and peer teaching to

help with comprehension

- Simplified instructions in overview

II: The Task and Changes

In what ways does the rubric effectively assess the performance task? Explain if it, or parts of it,

do or do not accurately assess the task.

- Rubric has clear layout, corresponds well with the GLOs/SLOs, and the bold words

differentiate between levels of accomplishment

 - However, descriptive words are too complex for grade three, and are too similar across

levels

- A place for feedback would be beneficial to guide student growth

In which ways is the performance task engaging?

- It centres around Alberta’s endangered animals, which is an appropriate real-life

application

- It is a brochure instead of a worksheet, which allows creative freedom, and the task

allows choice in what they research

How could you redesign this task for the class as a whole to ensure fairness while maintaining

construct integrity (consider your own teaching persona, your understanding of what is relevant

and engaging for students at this grade level, and how you could enhance the overall clarity of

the task)

- Perform formative assessments with class before assignment, such as exit slips, games

with mini whiteboards, or think-pair-share activities to gauge their knowledge

- Have someone from Wildlife Alberta talk about Alberta’s endangered animals with

pictures or videos

- Take field trip to a park/forest to talk about animals in natural habitats - connects students

with the material

- Make sure students have a foundation of searching for information online and in the

library

- Every student enjoyed having group-based discussions as a form of learning. I would

make this assignment one with partners or groups of three so that students can work

collaboratively
 - Clarify the assignment and rubric with simpler, more concise language, and bold

important words or statements

- Omit SLOs focused on online retrieval and extinct animals (later lesson)

- Take out the part where students have to find an endangered animal, and instead provide

a list of animals to streamline their research

Which formative assessments could occur prior to assigning this performance task to ensure

reliability and validity?

- Ask students to write an exit slip on their favourite way to find resources (library, online

sources, asking friends/family/teachers)

- Play a game in the library/on computers where the teacher has a prompt and students

have to find the correct information to supplement it

- Have students fill out a worksheet asking about what THEIR needs are as a human, and

then if animals have different basic needs

If you have included technology options in the research or final product, explain why you chose

the options you did, and how these tools will enhance each student’s learning.

- For Kayley and Wyatt I would allow them to use an audio tool that read the assignment

to them, or allow them to watch videos with the appropriate material. This could also

work for Patrick, and I would also use a translator to ensure that he was receiving the

most clear explanation of what is expected of him. Visual and audio aids could also

enhance engagement for other students in that it changes material delivery.

Are there formative “steps” within the task that help ensure/scaffold student success on the

performance task while ensuring students’ engagement in meaningful learning? If yes, explain

their effectiveness; if no, what could be designed to provide this?

 - This assessment currently does not have formative steps to help students scaffold their

knowledge. I would implement the aforementioned changes such as formative assessment

games and exit slips to make sure that the students are adequately prepared for this

assignment.

III: Tying it to Learning

In which ways did working on Case Study Part A collaboratively and formatively prepare you to

complete Part B individually?

- Working on Part A collaboratively allowed me to understand what the expectations of

this assignment were more clearly. It seemed daunting because there were so many

components, but after breaking them down it was easier to comprehend. Having Part A

be a formative assessment and not a summative one took the stress out of the assignment

because we were not being marked on an assignment that we did not have clear ideas and

expectations for. Now doing the second part, I have resources to look back at and a

guideline of how this assignment should be completed.

When doing performance tasks with future students, briefly explain how you will structure them

to ensure all students are successful.

- I will make sure my students have a good grasp on prior foundations of knowledge to

ensure they have the ability to succeed on performance tasks. I will have options for the

modality of the task, such as posters, videos etc., but will only provide a set number of

choices to make sure the student is more focused on the assignment than the modality. I

will have a clear and concise assignment outline and rubric, and will go over both with
my students, allowing time for questions, and having a model of a well-done assignment

so the students know what is expected of them.

 References

Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Solution Tree Press.