CCE

This task template, developed collaboratively by the Stanford Center for Assessment, Learning, and Equity (SCALE), the Educational Policy Improvement Center (EPIC), and the Center for Collaborative Education (CCE), is used by a large number of tasks in the Performance Assessment Resource Bank....

This resource provides a checklist to help guide the development and implementation of performance assessments. Performance assessments are multi-step, complex activities with clear criteria, expectations and processes that enable student to interact with meaningful content and that measure the...

This resource guides practitioners as they collect, prepare, and use performance assessment data to drive student achievement and quality instruction.  

This common analytic rubric evaluates students' oral communication skills and can be used independently or in tandem with another, discipline-specific rubric.

Building from a prior written assignment, students will develop an oral presentation making the arguments conveyed in the written work.

This common oral communication task can be used at any point throughout the year after at least one written work assignment has been completed. Students...

Students write a research paper about a topic that has been touched on in class that they would like to know more about. This is a common task and rubric for research papers. As shown, this is the final research paper of the year, however the task and rubric may be applied to other research...

This task asks students to use philosophical ideas as a lens for understanding "Lord of the Flies" by William Golding.

This is a 4-part weekly seminar that culminates with students writing a "personal" letter in the voice of one of the philosophers studied.

Field testing is the process of incorporating your validated performance assessment into the classroom with your students.  This is where we take the task to the next level to see how it works in an authentic assessment situation.

The purpose of this protocol is to ensure assessments have technical quality. This protocol can be used with performance assessments as well as traditional assessments. When we share our assessments with our colleagues, we are more likely to uncover our blind spots and assumptions.

This protocol guides users through the process of receiving feedback to fine-tune tasks. Tasks are evaluated by peers against QPA's Guidlines for Common Tasks.

This protocol applies the QPA framework to develop and implement a standards-based common performance assessment, ensuring that technical quality and collaboration are built into the process. When teachers collaborate to design, implement, and score performance assessments, they are more likely...

This tools leads teacher teams through the process of calibrating scoring of student work with a lens ot exploring the instructional implications of the prompt/task, student work, and rubric. The process takes approximately one hour to complete.