10 ways to undermine a performance task
- Practice and rehearse the task during preparation.
- Provide information during the task to prompt responses, hindering student thinking.
- Structure the task with specific directions and steps that create a response that reflects teacher thinking, not the student.
- Use poor item formats or items that target the wrong skills or content. Students need an opportunity to apply knowledge and skills in the right context.
- Task lacks clear guidelines.
- Hands-on tasks are too structured. Students demonstrate the ability to follow directions, not higher order thinking.
- Accept only one way to answer and respond to the task.
- The task contains many lower level thinking item types, not higher order thinking items.
- Structure of assessment binds answers to a single type of response.
- Assess the easiest aspects of student performance instead of making students think through their response.
Reference: Creating Tests Worth Taking. Wiggins, Grant. Educational Leadership, v49 n8 p26-33 May 1992