This document provides a framework and definitions for developing a performance task for a help desk course. It includes three sections - task administration, task process requirements, and product scoring. The framework outlines specific elements that should be defined for the performance task, such as the name, course, duration, grade level, content standards, and purpose statement. It also provides examples of how these elements could be defined for a culinary arts performance task involving preparing pan roasted chicken.

1. Performance Task Framework- Help Desk – May 2014 1
Help Desk
Performance Task Organizer
Performance Measure
Element Definition Format Example
a. Name
Name of the Performance Measure used in
the SLO Process Template, Section 3
 Individual Vocal Assessment Task
 Force Concept Inventory
b. Course
Name of the specific course upon which the
SLO is based.
 Physical Education 8
 Algebra II
 Elementary Art 3
 ELA (Writing)
c. Duration
The average number of minutes allocated to
deliver a “session” of the course identified in
Element b.
 50 minutes
 45 minutes
d. Grade Level
Grade level(s) for those students included
within course identified in the SLO Process
Template, Section 3
 11 (Single Grade)
 3, 5, 7 (Multiple Grades)
 K (Kindergarten)
 Pre-K
e. Content Standards
Targeted content standards used in
developing SLOs, which are the foundation
of performance measures.
References the standards that align with each
Performance Measure. References additional
professional organization standards that align
with the Goal Statement.
Physical Education Grade 8
3.1.7-8.1; 3.1.7-8.2; 3.2.7-8.2
f. Purpose Statement
The purpose statement for each Performance
Measure that outlines “what” the assessment
is measuring, “how” the scores should be
used, and “why” the assessment was
developed.
The Food Preparation and Production Level II
performance task is intended to measure students’
foundational knowledge of the culinary arts. This
summative assessment will be project-based and
students’ results will be used for progression to the next
level.
Section 1: Task Administration (Teacher)
Element Definition Format Example
1a. Administration
Frequency
The number of times the Performance
Measure will be administered within an
identified timeframe.
 Once at the end of the semester
 Twice, at the beginning of the 1st
9-week grading
period and at the end of the 3rd
9-week grading
period.
1 b. Unique
Accommodations
Identifies the possible changes allowed in
presentation, response options, settings to
accommodate students with disabilities,
English language learners, etc.
 Large print edition of test
 Students mark answers by machine
1c. Resources and
Equipment
Identifies any additional personnel required
to administer the task. Identifies equipment,
tools, text, and artwork needed by the student
to accomplish the task.
 Industry-related tools and equipment; recipe
ingredients
 Access to digital editing software

2. Performance Task Framework- Help Desk – May 2014 2
Section 2: Task Process Requirements (Student)
Element Definition Format Example
2a. Task
Scenario(s)
Provides information for a student to create a
response, project, or demonstration in the
necessary context.
Students will prepare Pan Roasted Chicken Breasts to
demonstrate their proficiency in the following
competencies: (a) Following a recipe/recipe conversion;
(b) Knife skills/knife care; (c) Large and small equipment
recognition and utilization; (d) Sanitation and safety; (e)
Final product presentation; and, (f) Product quality and
taste.
2b. Procedural
Steps
Provides guidance on the sequence of events,
steps, or phases of the task.
1. Students prepare Pan Roasted Chicken Breasts by
ensuring that the exterior and interior color is correct
and the texture is appropriate.
2. Students present the finished product using appropriate
and attractive plate presentation.
3. Test administrator observes the process and final
product and uses the rubric to score each student’s
work.
2c. Requirements
Articulate the task requirements in order to
establish key criteria by which the
performance is evaluated. Identifies implied
and explicit criteria in order to adhere to the
time constraints, product parameters, etc.
Students must accurately select and use correct
ingredients and appropriate equipment.
2d. Product(s)
Identifies the products, demonstrations, or
performances expected during and/or at the
end of the process. Additional information
about the criteria used to judge calculations,
products, demonstrations, or performances.
 Digital media arts portfolio and artist statement
 Audio or audio/video recording
Section 3: Product Scoring (Teacher)
Element Definition Format Example
3a. Scoring Tool(s)
Description of the different levels of
performance; the alignment of multiple
dimensions to the standards; and, how the
overall score is attained.
The rubric is subdivided into four performance categories
(Advanced, Proficient, Basic, and Below Basic) and
measures key concepts, skills and techniques, and
craftsmanship. A performance category is assigned to
each dimension within the rubric.
3b. Scoring
Guidelines
Articulate the steps that are used for
evaluating student products, demonstrations,
or performances. Provide additional
guidance information on assigning scores for
incomplete work and the way scoring
personnel are identified and trained. Given
an overall score or performance level, detail
how examples, models, or demonstrations
are provided.
 The certified professional will use the rubric to score
each student’s response.
 Observe and record student demonstration of critical
elements identified for each performance task. Teacher
evaluates the quality of the critical elements performed
using the scoring tool.
3c. Score
Reporting
Identify the method of reporting student and
overall scores.
 Scores for all students will be reported in a summary
report. Individual students will receive a scored rubric.
 Individual report (points earned divided by total
possible points); Class report (# students meeting the
75% PI target for each section)