Literaturnachweis - Detailanzeige
| Autor/in | Arter, Judy |
|---|---|
| Titel | Teaching about Performance Assessment. |
| Quelle | (1998), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Criteria; Educational Assessment; Elementary Secondary Education; Grading; Instructional Effectiveness; Performance Based Assessment; Standards; Student Evaluation; Teaching Methods; Test Construction; Test Use; Testing Problems |
| Abstract | This paper describes what teachers need to know about performance assessment to do it well. First, they should know what performance assessment is and why anyone should care. One thing that has to be emphasized is that there are two parts to a performance assessment: the tasks and the criteria. Teachers tend to be better at developing rich and interesting tasks than they are at developing the criteria to describe quality performance, but it's not an assessment without both components. When to use performance assessment is another issue teachers must consider. Performance assessments are useful for assessing complex learning targets. Teachers should familiarize themselves with design options for performance assessment. Some suggestions are given for information sources about design and how to develop both tasks and criteria. In addition to considering the quality of performance assessments, teachers should consider their use as instructional methodology. The criteria can be used for teacher evaluation of students and for students' self-evaluations. Grading and reporting performance assessments is another area in which good reference material is available. It is suggested that performance assessment is a prime example of standards-based instruction, and that remembering its instructional value is very important in its use. Appendixes contain information about performance assessment criteria. (Contains 16 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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