End-of-Unit Performance Task        Administration Guide

TABLE OF CONTENTS

SECTION 1.0: INTRODUCTION TO THE GUIDE

1.1. Intended Audience

1.2. Purpose of the Guide

1.3. Organization of the Guide

SECTION 2.0: OVERVIEW OF PERFORMANCE TASKS

2.1. Definition of Performance Tasks

2.2. Why Use Performance Tasks

2.3. When to Use Performance Tasks

SECTION 3.0: INTENDED USES OF THE HAWAI’I PERFORMANCE TASKS IN THE BANK

3.1. Intended Uses of the Hawai’i Performance Tasks in the Bank

3.2. Classroom Instructional Purposes

3.3. Classroom Summative Assessment Purposes

3.4. Task Bank Organization

SECTION 4.0: GUIDELINES FOR ADMINISTERING THE PERFORMANCE TASKS FOR CLASSROOM INSTRUCTIONAL PURPOSES

4.1. Purpose of Performance-Based Instructional Tasks

4.2. Various Ways to Use the Performance-Based Instructional Tasks

SECTION 5.0: GUIDELINES FOR ADMINISTERING THE PERFORMANCE TASKS FOR CLASSROOM SUMMATIVE ASSESSMENT & GRADING PURPOSES

5.1. Preparing to Administer

5.2. Preparing Accessibility Strategies

5.3. Starting to Administer

5.4. Responding to Student Questions During Administration

5.5. Scoring, Grading, & Reporting After Administration

5.6. Student Work Analysis After Administration

SECTION 6.0. GLOSSARY OF TERMS

SECTION 7.0: REFERENCES

SECTION 8.0: APPENDICES

8.1. Nine Principles of Scoring Student Work

8.2. Scoring Calibration Protocols

8.3. Student Work Analysis Protocol for Instructional Purposes