- Scaffolding - Universal Design for Learning

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings,
knowledge, and skills? (describes the learning activity in “story” form. Typically, the P.T.
describes a scenario or situation that requires students to apply knowledge and skills to
demonstrate their understanding in a real life situation. Describe your performance task scenario
below)
By what criteria will performances of understanding be judged?

The performance task consists of providing students a scenario where they are stuck on an
island, and their goal is to create a watercraft that is able to float, to help them escape the
island. Through research and class learning, students will be able to choose four resources
that they “find” on their island. Students should choose four materials that can float on
water, and provides stability when weight is added. Students will plan, design, and create a
prototype of their watercraft that will be tested to see if it floats. Students will engage in the
design process to find the best possible design by adapting and modifying their watercraft.
Students will also be expected to reflect on the process to demonstrate their understanding
of what they’ve learned. The performance task will be assessed using a bulls eye rubric
which will be co-created by the teacher and students, to ensure students are aware of the
success criteria of the task.

GRASPS Elements of the Performance Task

G – Goal G- Students will accomplish building a watercraft that

What should students accomplish by completing this will float to understand buoyancy and know which
task?
materials can float or sink.

By understanding the academic outcomes and then

R – Role asking what skills and concepts we want students to
What role (perspective) will your students be taking? master, a teacher can develop a clear goal statement
(Rao & Meo, 2016).

R- In this classroom, the students will take the role of

an engineer. Through this inquiry they will develop a
A – Audience solid understanding of the concepts of buoyancy,
Who is the relevant audience?
balance, density and waterproofing.

A- Classroom and greater school community to

showcase…
S – Situation
The context or challenge provided to the student. S- Students are stranded on an island and can choose
four resources to construct a watercraft in order get
back to safety on mainland

P- Students must create a watercraft that floats and

P – Product, Performance choose the four materials themselves that are on their
hypothetical island.
What product/performance will the student create?

Co-create rubric with students. From the beginning

S – Standards & Criteria for Success
students will be aware of what they need to do to be
Create the rubric for the Performance Task successful.

DIFFERENTIATED For our ELL students, we will provide visual images

PERFORMANCE TASKS to show what buoyancy means and other
technological supports. As for our rubric, we are
using a bulls-eye rubric that will be developed as a
class which will allow students to fully understand the
task and what the rubric is asking them to do.

As for our gifted students, we will give them the

choice to work independently and be given slightly
modified materials.

Hyperactive and/or inattentive students will be

provided with a graphic organizer to organize their
ideas, checklists, and daily teacher check-ins to
ensure they are on task.

Visual images and organizational and evaluation tools

(e.g. rubrics), are examples of effective ways to
incorporate scaffolding for students. These tools help
students grasp concepts and process information in
multiple ways.

It is important to provide students with multiple

means of representation. For ELL students, images
are a great way to make meaning visually when
language barriers exist. For students who present
giftedness, it is important to include elements to
increase challenge and individuality of tasks.
Strategies such as graphic organizers or time
awareness help students to stay on task.
Other Evidence
Through what other evidence (work
samples, observations, quizzes, tests,
journals or other means) will students
demonstrate achievement of the desired
results? Formative and summative
assessments used throughout the unit to
arrive at the outcomes.
Formative
 Consistent check-ins with students
throughout the design process. For
students that are struggling
individual conferences would be
available to give them a chance for
more one-on-one support
 Informal conversations with
students, asking them questions
about their understandings of
concepts
 Creative collaboration amongst
students to share ideas and insight
 Written self-reflection at the end of
the unit
Summative
 Students will be assessed through
use of the bulls-eye rubric created
as a class with the teacher’s
guidance.
 Students will use the bulls-eye
rubric to self-assess their own work
and the teacher will then use the
same rubric to assess the students
accordingly.
Student Self-Assessment
How will students reflect upon or self-assess their
learning?
 They will take part in self-reflective
checklists throughout the design process
 They will voice their design tasks to the
teacher and figure out what necessary
changes they will make. This will occur
during conversations with the teacher as
well as individual conferences/meetings
with the teacher.
 At the end of the project, students will
write a short reflection on what worked
well for them, and what they would change
to improve for next time!
Having students write a narrative can allow the
teacher to assess the artifacts along the way that
the students create throughout the development
process (Rao & Meo, 2016).
It is effective for students to be able to articulate
their understanding of their knowledge throughout
the learning process. This technique helps students
make sense of the work they are doing.