Pre-Task Reflection

Teacher: Rudolph
Grade Level: 11

Subject: American Literature B

What I envisioned the students to be What I envisioned myself to be

doing during the task . . . applying
doing during the task . . .
their internalized understanding of
circulating around the room to
one main characters aspirations in
answer questions and to encourage
the context of his or her respective
complete, thoughtful responses.
works of literature, each a major work
studied during the trimester.

What the students actually did during

the task . . .
Students tended to type a greater
quantity of language without
necessarily demonstrating a greater
depth of understanding.

What I actually ended up doing

during the task ...
I spent too much time reassuring
students that they would have
enough time to complete the test,
reminding them of the time frame
basically being a referee in charge
of the clock.

1. Have you used this task before? YES

If so, did you get the results you wanted? (YES/NO) NO
If NO, what did you notice students didnt understand &/or werent
able to do?
Support their responses clearly, concisely and
completely.
2. Is this a new task under development? (YES/NO)
Fairly new, somewhat revised & definitely under
development.
3. Are you interested in changing this task? (YES/NO) YES
If NO, select a different task.
4. Do you plan to use this task again? (YES/NO) YES
If NO, select a different task.

5. Are you open to having this task critiqued? (YES/NO) YES

If NO, select a different task.

6. List the National Standard that the task is addressing:

Standard 2: Students read a wide range of literature from many
periodsto build
an understanding of the many dimensions (e.g.,
philosophical, ethical,
aesthetic) of human experience.
Standards 4 & 5: Students adjust their use ofwritten languageto
communicate
effectively [and] employ a wide range of strategies as they
write
to communicatefor a variety of purposes.
7. Provide a brief description of the task (What does the task ask
students to do?):
?
8. Is there a particular standard or standards that you are most interested
in meeting at a high level? (YES/NO)
?
If NO, go to question 10.
If YES, go to question 9.
9. What AIW standard(s) does this task focus on? (construction of
knowledge, elaborated communication, &/or value beyond school)
Construction of knowledge & elaborated communication
10. What type of feedback are you most interested in as it relates to this
assignment?
How I can make the assessment more directed while
maintaining freedom
of choice within the task? How can I make it a more novel
challenge that allows
students to demonstrate that they have internalized an
understanding of
the literature and its characters to the degree that they can
synthesize
that understanding by connecting it to themselves. I am
also curious

about how I might encourage depth over quantity, while

allowing students
to type their responses.
11. List the part(s) of the task you would like scored:
All partsincluding the comprehensiveness and limitations
on the material
assessed, the effectiveness of the format, and procedural
aspects.

*Reminder: Bring any supporting documents that will assist students in

completing these tasks such as rubrics, additional handouts, graphic
organizers, etc.