A teacher's guide to performance-based learning and assessment /
A teacher's guide to performance-based learning and assessment /
Performance-based learning and assessment
educators in Connecticut's Pomperaug Regional School District 15, serving the towns of Southbury and Middlebury ; K. Michael Hibbard ... [et al.].
- Alexandria Va. : Association for Supervision and Curriculum Development, c1996.
- vi, 294 p. : ill. ; 25 cm.
Includes bibliographical references (p. 283-290) and indexes.
What is performance-based learning and assessment, and why is it important? -- What do performance-based classrooms look like? -- How are performance-based learning and assessment tasks created? -- How do you make performance task assessment lists? -- What is a rubric, and how does it compare in form and function to an assessment list? -- How are "benchmarks" (models of excellence) selected? -- How are students taught to use assessment lists and benchmarks? -- What is a portfolio, and how is it used in performance-based learning? -- What information about student performance is communicated? how? and to whom? -- What is the impact of performance-based learning and assessment on the learner? -- What is the impact of performance learning and assessment on the teacher? -- What is the impact of performance-based learning and assessment on parents? -- What is the impact of performance-based learning and assessment on the school and school district? -- Looking at student performance from many points of view.
0871202611 (pbk.)
96009979
Competency based education--United States.
Competency based educational tests--United States.
LC1032 / .T43 1996
371.27 PER
Includes bibliographical references (p. 283-290) and indexes.
What is performance-based learning and assessment, and why is it important? -- What do performance-based classrooms look like? -- How are performance-based learning and assessment tasks created? -- How do you make performance task assessment lists? -- What is a rubric, and how does it compare in form and function to an assessment list? -- How are "benchmarks" (models of excellence) selected? -- How are students taught to use assessment lists and benchmarks? -- What is a portfolio, and how is it used in performance-based learning? -- What information about student performance is communicated? how? and to whom? -- What is the impact of performance-based learning and assessment on the learner? -- What is the impact of performance learning and assessment on the teacher? -- What is the impact of performance-based learning and assessment on parents? -- What is the impact of performance-based learning and assessment on the school and school district? -- Looking at student performance from many points of view.
0871202611 (pbk.)
96009979
Competency based education--United States.
Competency based educational tests--United States.
LC1032 / .T43 1996
371.27 PER