Performance Tasks

Level 2: Grades 3-5

Sample Performance Task

As you and a partner study conflicts during the Revolutionary war, think about the statement "The pen is mightier than the sword". What does this statement mean? Do you agree or disagree with this statement? Each time you discuss your views in context to the Revolutionary War, keep a log of the reasons for or against supporting the statement. With your partner, reach consensus on how to view the statement and then construct an argument supporting the statement or why you do not agree with it. You must use specific historical examples in your argument. Be sure you can identify and explain cause and effect in the historical examples.

Is the statement relevant to today’s world? Why or why not? Can you think of some challenge the world faces today that can be remedied by "the pen"? How might you go about making this change?

You will be assessed on your ability to work collaboratively with a peer, your ability to understand the effects of major conflicts, your understanding of major written documents in American history, your ability to explain cause and effect, your ability to construct support and your ability to communicate effectively in a variety of ways.

This sample performance task addresses the following:

Complex Thinking Standards	Constructing Support
Learner Expectation(s)	Effective Communicator Knowledgeable Person (see content standard) Versatile Thinker (see complex thinking standard)
K-12 Content Standard(s)	I. Uses chronology of history to demonstrate the relationship of events and people.II. Knows major periods, themes, events and people in history.
Key Learnings	2. Understands cause and effect in a sequenceof events.1. Understands the impact of specific individuals, events, and ideas on local, state and national levels.

Level 3: Grades 6-8

Sample Performance Task

You are the president of Eco--Create INC., a new company that tries to help regions develop using natural resources. You are trying to obtain funding for a new project in Maine. To help investors understand your plans, you are creating a presentation that will demonstrate the relationship between 18th century Maine geography and local, national and global events. Use historical investigation to research how Maine’s geography affected its development. You may want to consider settlement, industry, farming and other important events.

Using the data collected, make a presentation that would support your point of view that Maine is the keystone of the Atlantic Rim based on geographic and historical factors. Use this information to justify your request for funding to have Maine become a major international trade zone. Be sure you can answer any questions or rebuttals from the bankers!

You will be assessed on your ability to use historical investigation, your ability to use induction to reach conclusions, and your ability to communicate effectively in a variety of ways.

This sample performance task addresses the following:

Complex Thinking Standards	Investigation Induction
Learner Expectation(s)	Effective Communicator Knowledgeable Person (see content standard) Versatile Thinker (see complex thinking standard)
K-12 Content Standard(s)	II. Knows major periods, themes, events and people in history.V. Understands the concepts and physical and human characteristics of places and regions.
Key Learnings	1. Understands selected major events in U.S. history and world history (e.g. colonialization, industrialization, Westward Expansion).6. Understands the relationship between geography and local, national and global events.

SOURCE: Paul MacDowell, Portland Public Schools

Level 3: Grades 6-8

Sample Performance Task

You have learned about climate, culture and topography. Have you considered why people live in certain areas? Why do people choose to live here in our state? Why do you think some people would not like to live here? Choose one of these two questions and write three possible reasons (hypotheses) why people might choose to live or not live here. Develop one possible reason that relates to climate, one to culture, and one to topography. Select one of your hypotheses and set up an experiment to test it. Be ready to share your conclusions with others. Use your information to help convince a friend, sport team or organization to move to Maine or to convince your family to relocate based on their interests and needs.

You will be assessed on your ability to develop a hypothesis, your ability to test it, your ability to draw conclusions, your ability to explain how the results support or did not support your hypothesis and your ability to communicate effectively in a variety of ways.

This sample performance task addresses the following:

Complex Thinking Standards	Experimental Inquiry
Learner Expectation(s)	Effective Communicator Knowledgeable Person (see content standard) Versatile Thinker (see complex thinking standard)
K-12 Content Standard(s)	III. Engages in historical inquiry, analysis and interpretation.V. Understands the concepts and physical and human characteristics of places and regions.
Key Learnings	3. Uses the knowledge of the past and current events to project outcomes for current issues.5. Understands how people adapt to or modify environments

SOURCE: Adapted from Assessing Student Outcomes: Performance Assessments Using the Dimensions of Learning Model. McRel, 1993