1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. According to the text, what is the essential nature of Performance Assessment p. 204? | Subjective | 2. Refer back to page 94. What are the two types of learning targets that match perfectly with Performance Assessment? | Skill and Product | 3. What’s an example of a performance task p.210? | a physical demonstration of skill, a verbal presentation, creation of a product | 4. What phrase indicates that the task created will produce evidence of mastery of the learning target p. 212? | Content Validity | 5. What’s the problem with assessing group work p. 215? | It does not measure individual achievement | 6. When it comes to the creation of outstanding writing tasks, the text promotes the acronym RAFTS. What do the letters in this acronym represent p. 218? | Role, Audience, Format, Topic, Strong Verb | 7. How many steps does the text include in the creation of high quality rubrics p.235? | 6 | 8. What’s the purpose of the Rubric for Rubrics? | To help teachers evaluate existing rubrics, or create their own | 9. How many strategies does the text cite for rubric utilization p. 245? | 7 | 10. Refer to page 250. How does the text suggest using Strategies 3, 4, 5, and 6? | as assessments for learning–formative assessment |
According to the text, what is the essential nature of Performance Assessment p. 204?&choe=UTF-8
Question 1 (of 10)
Refer back to page 94. What are the two types of learning targets that match perfectly with Performance Assessment?&choe=UTF-8
Question 2 (of 10)
What’s an example of a performance task p.210?&choe=UTF-8
Question 3 (of 10)
What phrase indicates that the task created will produce evidence of mastery of the learning target p. 212?&choe=UTF-8
Question 4 (of 10)
What’s the problem with assessing group work p. 215?&choe=UTF-8
Question 5 (of 10)
When it comes to the creation of outstanding writing tasks, the text promotes the acronym RAFTS. What do the letters in this acronym represent p. 218?&choe=UTF-8
Question 6 (of 10)
How many steps does the text include in the creation of high quality rubrics p.235?&choe=UTF-8
Question 7 (of 10)
What’s the purpose of the Rubric for Rubrics?&choe=UTF-8
Question 8 (of 10)
How many strategies does the text cite for rubric utilization p. 245?&choe=UTF-8
Question 9 (of 10)
Refer to page 250. How does the text suggest using Strategies 3, 4, 5, and 6?&choe=UTF-8
Question 10 (of 10)
