Aimed at the growing number of educators who are looking to move beyond covering the curriculum, Designing Authentic Performance Tasks and Projects provides a comprehensive guide to ensuring students' deeper learning—in which they can transfer their knowledge, skills, and understandings to the world beyond the classroom. Readers will learn how to
* Create authentic tasks and projects to address both academic standards and 21st century skills.
* Apply task frames to design performance tasks that allow voice and choice for students.
* Design and use criterion-based evaluation tools and rubrics for assessment, including those for students to use in self-assessment and peer assessment.
* Incorporate performance-based instructional strategies needed to prepare students for authentic performance.
* Differentiate tasks and projects for all students, including those needing additional support or challenge.
* Effectively manage the logistics of a performance-based classroom.
* Use project management approaches to facilitate successful implementation of tasks and projects.
* Develop performance-based curriculum at the program, school, and district levels.
Authors Jay McTighe, Kristina J. Doubet, and Eric M. Carbaugh provide examples and resources across all grade levels and subject areas. Teachers can use this practical guidance to transform their classrooms into vibrant centers of learning, where students are motivated and engaged and see relevance in the work they are doing.
Jay McTighe has served as director of the Maryland Assessment Consortium, a collaboration of school districts working to develop and share formative performance assessments. And he helped lead standards-based reforms at Maryland State Department of Education. He directed development of the Instructional Framework, a multimedia database on teaching, and has coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition, Jay has experience as a classroom teacher, resource specialist, and program coordinator. Jay has coauthored more than a dozen books, including the Understanding by Design series with Grant Wiggins and has written numerous articles. A regular workshop and conference speaker, he has made presentations throughout the world.
Kristina J. Doubet is a professor in the College of Education at James Madison University in Harrisonburg, Virginia, where she has received the Distinguished Teacher Award, the Madison Scholar Award, and the Sarah Miller Luck Endowed Professorship for Excellence in Education. Kristina has partnered with hundreds of schools, districts, and organizations on topics related to differentiated instruction, the Understanding by Design framework, classroom assessment, digital learning, and classroom management and grouping. She has authored and coauthored numerous articles and several books; her current research focuses on adolescent literacy and innovative school structures for adolescent students who are learning English. Kristina resides in Harrisonburg, Virginia.
Eric M. Carbaugh is a professor in the Department of Middle, Secondary, and Mathematics Education at James Madison University, where he has received the College of Education's Distinguished Service Award, Madison Scholar Award, and been twice nominated for the college's Distinguished Teacher Award. Eric has worked with more than 80 schools and districts on performance-based assessment, differentiated instruction, the Understanding by Design curriculum framework, effective use of instructional technology, and other various educational best practices. In addition to numerous articles and book chapters, Eric is a coauthor, with Kristina Doubet, of The Differentiated Flipped Classroom: A Practical Guide to Digital Learning. He is the journal editor and board member for the Virginia ASCD chapter. Eric taught secondary school social studies as well as elementary language arts and history. He lives near Charlottesville, Virginia.
