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Designing and Using Authentic Performance Tasks and Projects


Interactive session - 2 Hours

(participant will receive a certificate of participation at the end of the workshop)


March 3, 2022 



Thailand 7:00 pm - 9:00 pm 

Discover Your Time


USD 150 per participant 

Group of 5 or more

USD 130 per participant 


Led by:

Jay McTighe

Jay headshot.jpg

"Authentic performance tasks give us evidence of students’ understanding and ability to apply their learnings, and they are a key element in the Understanding by Design® framework.


Authentic performance tasks and projects can engage students in meaningful learning while also providing assessment evidence of important learning outcomes, including 21st-century skills."

Jay McTighe is a veteran educator, having served as a teacher, resource specialist, program coordinator, director of a state program for gifted students, and administrator for innovative programs at the Maryland Department of Education.

He is an accomplished author, having co-authored 18 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. His books have been translated into fourteen languages.

Who Should Attend

This workshop is designed for teachers (grades 1-12), administrators, curriculum leaders and instructional coaches interested in the development and use of authentic performance tasks and projects.


Knowledge & Skills

Topics Covered:

  • Characteristics of quality performance tasks

  • Four practical and proven design tools for creating authentic performance tasks and projects

  • Performance tasks and projects variables

  • Allowing “voice and choice” for students; differentiating tasks and projects

  • Web-based resources

By the end of the session, participants will be equipped with knowledge & skills to answer the following:​

  • What are the characteristics of quality performance tasks?

  • How can I apply practical and proven design tools to create authentic performance tasks and projects?

  • What are key variables that differentiate various tasks and projects?

  • How might I provide students with appropriate “voice and choice” in tasks and projects?

  • Where can I find quality examples and resources? 

Workshop Coordinator

Navin Pawa

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