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Tool: Analyzing usability of performance tasks

Authenticity and credibility aside, there is also the question whether the performance task is feasible for your students in your situation, and whether you are likely to get something valuable from it for your own growth.

How do the task and its description entice or motivate your students (so you get their best)?


Have the directions and examples been clearly articulated and explained?


What are the arrangements for students who run into problems?


How does the task accommodate different life histories and developmental levels?


Will students be allowed to self-assess and make adjustments?


What specific feedback for your teaching can you expect to gain from analyzing products from the task?


Tool adapted from: Wiggins, G. (1998).  Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.

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