The Common Core and next Core Generation Standards call for students to apply their learning in authentic ways—e.g., to “closely” read complex texts, develop and critique arguments, solve “messy” problems requiring sound reasoning and perseverance, and engage in scientific inquiry. These goals demand concomitant assessments that call for more than making a selection from given answers in a selected-response format. Richer, more authentic tasks are needed.
In this webinar, we’ll explore a set of practical and proven design tools for developing quality performance tasks based on Jay McTighe’s new LumiBook, Core Learning: Assessing What Matters Most. Such tasks provide more than simply another method for measuring learning—they embody the most important goals of the Standards, while engaging students in meaningful learning.
Presented by Jay McTighe
October 9, 2014
Jay McTighe - Designing Authentic Tasks
By Linda Darling-Hammond from Prinicpal Magazine
The content from Jay’s presentation can be found in his LumiBook, Core Learning: Assessing What Matters Most. Learn more about it here.
Jay McTighe is an experienced educator with a wealth of experience developed during a rich and varied career in education. He served as Director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, Jay was involved with The Maryland State Department of Education where he contributed to the development of Maryland’s performance-based state assessments. Jay is well known for his work with “thinking skills,” having coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George’s County, Maryland as a classroom teacher, resource specialist, and program coordinator. He also directed a state residential enrichment program for Gifted and Talented students.
Jay is an accomplished author, having co-authored twelve books, including the best-sellingUnderstanding by Design series with Grant Wiggins. He has written more than thirty articles and book chapters, and has published in a number of leading journals. , includingEducational Leadership (ASCD) and The Developer (National Staff Development Council).Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops. He has made presentations in forty-six states in the U.S., seven provinces in Canada, and twenty-six countries outside of North America.