Teacher candidates will apply best practices to create a performance assessment.

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Teacher candidates will apply best practices to create a performance assessment. Skills include
writing clear instructions, creating a rubric, and achieving alignment.
Instructions
You will be designing a performance assessment and rubric based on the standards and
instructional objectives you completed from Critical Task 1.
Complete the below steps for this critical task:
1. Choose two or more standards from your Critical Task 1 that you will use to create one
performance assessment. List these standards at the beginning of your reflection (see
Step 5 below).
2. Provide directions for your students. Directions should be detailed enough that a student
could pick up your assignment and complete it given the proper knowledge.
a. These instructions should be written to your students, not the professor.
b. Make sure to include things like:
i. Total point value.
ii. Amount of time allowed to complete the assessment.
iii. Materials and resources needed.
iv. Any understanding and/or skill that need to be addressed by students in
their responses.
v. Any special directions needed to complete the assessment.
3. Create an analytic rubric for the performance assessment. This rubric should have at
least four content criteria and three scoring levels.
a. All content criteria need to be related to the standards.
b. Do not include non-standards-based criteria, such as neatness, creativity, or
organization.
c. All content criteria and scoring levels should be measurable.
4. All of the above should be in a format that looks like it is ready to be given to a
student.
5. On a separate page, type a reflection on the performance assessment you created.
Describe how your performance assessment and rubric align with the standards you
have chosen.
a. You may feel that the relationship is obvious, but make sure that you describe it
in detail so that someone else who reads your portfolio can see the alignment as
clearly as you do!
Standards:
SS.912.CG.1.4
Students will differentiate among the documents and determine how each one was individually significant to the founding of the United States. Students will evaluate how the documents are connected to one another. Documents include, but are not limited to, the Declaration of Independence, Articles of Confederation, Federalist Papers (e.g., No. 10. No. 14, No. 31, No. 39, No. 51) and the U.S. Constitution. Students will identify key individuals who contributed to the founding documents (e.g., Thomas Jefferson, Alexander Hamilton, John Jay, James Madison, George Mason).
SS.912.CG.1.5
Students will explain how the structure and function of the U.S. government reflects these political principles. Students will differentiate between republicanism and democracy, and discuss how the United States reflects both. Students will describe compromises made during the Constitutional Convention (e.g., the Great Compromise, the Three-Fifths Compromise, the Electoral College).

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