Headings
(Each of these headings should appear as part of  the task)

Explanations/Recommendations 

Think about the ASSURE Model 

Task Name

Cover Sheet placement would be fine

Grade Level (s)

Cover sheet placement 
(Part of A in the ASSURE Model)

Subject Area (s)

Authentic PT often cover more than one subject area
(Part of A in the ASSURE Model)

Concept

Check the concept list (explain why your PT fits the particular concept)
(Part of first S in the ASSURE Model)

Formative or Summative

Explain why or how it is one or the other.
(Part of first S in the ASSURE Model)

Previously Taught Content

Heading plus explanation. What did you teach, before, during and after?
(Part of the first S the ASSURE Model)

Use Blooms Taxonomy to Classify objectives used

Remember the whole reason for the performance task is to reach some of the higher order thinking skills.  If your objectives are not higher order, then why are you using the performance task?  Why not just use a paper and pencil test?
(Part of first S in the ASSURE Model)

Can be integrated with

Explain the subjects and content that go together. How do they work together in this instance?
(Part of first S in the ASSURE Model)

Relates/connects to student Lives

How does this work for the grade and content you are using? How does this help this grade level understand the concept?
(Part of A in the ASSURE Model)

Goals and/or Skills

Big ideas Check out the standards—The key ideas here. Include N.Y.S. Standards and other content specific standards. Use the key ideas from the standards. 
(Part of first S in the ASSURE Model)

Objectives

Write objectives which are higher order( Based on Bloom's Taxonomy), since this is the whole reason for doing the performance task. Don't forget about Psychomotor and Affective objectives. (Use the learning outcomes from the standards) Revised!
(Part of first S in the ASSURE Model)

Task Prompt

This is the context or scenario in which learning event is imbedded.  Recall you should have setting/role, Goal/challenge, Product/performance, audience and criteria in your task prompt.
(Part of second S in the ASSURE Model)

Procedural Criteria

What are the steps the students need to take to complete the task.  Sometimes this works well with the timeline.  Think about what a substitute teacher would need the kids to do in order for them to complete the task.  Some students include handouts here.
(Part of second S in the ASSURE Model)

Involved in assessment

Who does the assessment? Self, Teacher, Peers, Parents, outside evaluator.  Describe how this might take place. Include the forms of documentation you plan to use. 
(Part of first E in the ASSURE Model)

Evaluative Criteria

This is where the rubric comes in.  Many students also have a check list here. Take a look at the Rubrics Mini-lecture for help.  Power point presentations on rubrics. 
(Part of first E in the ASSURE Model)

Planning Calendar

A basic timeline is fine here.  Describe what time of the year you might do this project.  How long it will take?
(Part of second S in the ASSURE Model)

Percent of Grade

How this is calculated into the the student's class grade.  How much is it worth?
(Part of first E in the ASSURE Model)