TheMico University College Library

“Do it with thy might”

Opening Hours

Mondays – Thursdays 8:00am – 10:00pm
Fridays 8:00am – 7:00pm
Saturdays 10:00am – 6:00pm
Sundays 10:00am – 5:00pm

Image from Google Jackets

A teacher's guide to 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.].

Contributor(s): Material type: TextTextPublication details: Alexandria Va. : Association for Supervision and Curriculum Development, c1996.Description: vi, 294 p. : ill. ; 25 cmISBN:
  • 0871202611 (pbk.)
Other title:
  • Performance-based learning and assessment
Subject(s): DDC classification:
  • 371.27 PER 20
LOC classification:
  • LC1032 .T43 1996
Contents:
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.
Tags from this library: No tags from this library for this title. Log in to add tags.

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.

There are no comments on this title.

to post a comment.