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It examines whether tasks aligned to real-world problems can yield more relevant instructional data, support embedded professional learning, and be scored for inclusion in summative information. The work also reviews higher-order thinking and deeper learning competencies, outlines key findings and issues, and identifies directions for future investigation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/increasing-the-relevance-of-performance-tasks-for-educators-and-students-research/586871/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/increasing-the-relevance-of-performance-tasks-for-educators-and-students-research/586871.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the through-year approach discussed in the report?","Question",{"text":112,"@type":113},"The report evaluates how performance tasks can be administered during the school year so educators and students receive information that supports learning during instruction, not only at year end.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can educators increase the relevance of Smarter Balanced data using performance tasks?",{"text":117,"@type":113},"Educators can embed Smarter Balanced performance tasks into instruction so the elicited evidence is more useful for helping students improve their learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What role can performance tasks play in professional learning and higher-order thinking?",{"text":121,"@type":113},"Embedded professional learning processes can use performance tasks to help educators emphasize higher-order thinking skills in instruction and focus on deeper learning competencies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586871,1792438443,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Increasing the Relevance of Performance Tasks  \nfor Educators and Students  \nAPRIL 2 0 2 3  \nIncreasing the Relevance of Performance Tasks  \nfor Educators and Students  \nSuggested citation:  \nSmarter Balanced (2023) . Increasing the relevance of performance tasks for educators and students [Research paper] . Retrieved from Smarter Balanced Website: [https://portal.smarterbalanced.org/](https://portal.smarterbalanced.org/)[ ](https://portal.smarterbalanced.org/)[library/en/demonstration-of-concept.pdf](library/en/demonstration-of-concept.pdf)  \n©2023 The Regents of the University of California | 04.10.23  \nTable of Contents  \n\n| Exploring a New Path | 1 |\n| --- | --- |\n| Promoting Higher-Order Thinking Skills in Instruction | 2 |\n| Professional Learning Embedded into Existing Process | 4 |\n| Caveats and Constraints | 5 |\n| Key Findings | 5 |\n| Additional Key Findings | 7 |\n| Key Issues | 8 |\n| Recommendations for Future Investigation | 10 |\n| Bibliography | 11 |\n| Appendix A: Sample Performance Tasks | 12 |\n\nAppendix B: Accessing Integrated Deeper Learning Resources 13  \nExploring a New Path  \nConsistent with its vision for an education system that supports all students on a path to progress, the Smarter Balanced Assessment Consortium is committed to exploring innovations that support improvements in teaching and learning. As with many aspects of education, the pandemic created an additional sense of urgency regarding the need for states to revisit systems of assessment to ensure that they meet the current needs of policymakers, district and school administrators, teachers, parents, and students.  \nOne path of innovation under consideration is a version of a “through-year” assessment that provides information about student learning during the academic year. Nathan Dadey and Brian Gong at the Center for Assessment define through-year assessment as “those assessments administered multiple, distinct times across a school year, designed to support both annual summative determinations of proficiency and at least one additional goal.”(Marion, 2021) . As foundational research regarding through-year assessments, Smarter Balanced released three papers that examine elements of through-year assessments, including alignment with instruction (Cole, 2022), the practical impact of through-year assessment for local education agencies (LEAs) (New Teacher Center, 2022), and purposes, design, development, evaluation (Dadey & Gong, 2023) . These papers described the range of options and challenges that states must consider when they design a through-year system.  \nBased on these papers and through discussions with the California State Board of Education (SBE) and the California Department of Education (CDE), Smarter Balanced began to explore how to make changes to the system that might mitigate some issues that have been identified, including end-of-year test length and the desire for information that can support student learning during the school year as well as teachers’ learning and reflection about students’ progress, thus supporting educators to accelerate student learning throughout the school year.  \nINCREASING THE RELEVANCE OF PERFORMANCE TASKS FOR EDUCATORS AND STUDENTS  \nTo further add to the consortium’s knowledge base on through-year assessment, Smarter Balanced collaborated with the CDE and the SBE to explore whether performance assessment tasks for the summative test can be administered during the school year in a way that informs both instruction and assessment, including:  \n● Educators can embed the Smarter Balanced performance tasks into their instruction to increase the relevance of the data elicited so that it is more useful to educators as they help students improve their learning;  \n● Professional learning that is embedded into an LEA’s existing professional learning processes, can utilize the Smarter Balanced performance tasks to support educators in emphasizing higher-order thinking skills in their instruction; and  \n● Perfo","cbCaiofXFjEWwRC7","https://ap.wps.com/l/cbCaiofXFjEWwRC7","pdf",1239222,16,"English","# Exploring a New Path\n## Promoting Higher-Order Thinking Skills in Instruction\n## Professional Learning Embedded into Existing Process\n## Caveats and Constraints\n## Key Findings\n## Additional Key Findings\n## Key Issues\n## Recommendations for Future Investigation\n## Appendix A: Sample Performance Tasks\n## Appendix B: Accessing Integrated Deeper Learning Resources","[{\"question\":\"What is the purpose of the through-year approach discussed in the report?\",\"answer\":\"The report evaluates how performance tasks can be administered during the school year so educators and students receive information that supports learning during instruction, not only at year end.\"},{\"question\":\"How can educators increase the relevance of Smarter Balanced data using performance tasks?\",\"answer\":\"Educators can embed Smarter Balanced performance tasks into instruction so the elicited evidence is more useful for helping students improve their learning.\"},{\"question\":\"What role can performance tasks play in professional learning and higher-order thinking?\",\"answer\":\"Embedded professional learning processes can use performance tasks to help educators emphasize higher-order thinking skills in instruction and focus on deeper learning competencies.\"}]","Increasing the Relevance of Performance Tasks for Educators and Students - Research | PDF",1792059765]