CAE | 215 LEXINGTON AVENUE | SUITE 21 | NY, NY 10016 | 212.217.0700 | [email protected]
View where other Performance Task
Academies have been held to date.
Marc Chun's "Taking Teaching to  
Task" discusses why it's important
for effective teaching and learning
to be aligned with authentic
performance-based practices.
Already attended an Academy? (or
just want a sense for what dialogue
might follow?) Log onto The
Academy Ning page.
In the several years following the formal launch of the CLA, faculty and higher-education
administrators across the country have encouraged us to share our innovative performance
tasks with a larger audience by making them available to the public. Thus, we retired and
adapted one of our tasks (
Crime Reduction), not only to share publicly, but also to use as
the foundation of a professional development workshop designed for educators who have
an interest in and commitment to:

(a) designing their curricula and pedagogy to explicitly include the teaching and learning of
higher-order thinking skills and (b) incorporating new opportunities into their courses for
students to practice complex problem solving that resembles real-life situations.
Thus, the Performance Task Academy—a two-day workshop
where participants actually create performance tasks of their
own—was born.

The first day of the Academy focuses on performance- (or
problem-) based pedagogical concepts. The second day presents
a series of workshop activities to help faculty learn how to put
these concepts into practice. The Academy employs elements of
the backwards-design approach developed by Grant Wiggins and
Jay McTighe. Starting with the learning outcomes students
should attain, faculty create performance tasks that will both
enable and assess this learning.  

Academy 102 builds upon this work by training educators to
develop rubrics for assessing the skills students should begin to
exhibit when exposed to a performance-based pedagogy.