When I was a young teacher—young both in years and in understanding of the profession I had entered—I nonetheless went about my work as though I comprehended its various elements. I immediately set out to arrange furniture, put up bulletin boards, make lesson plans, assign homework, give tests, compute grades, and distribute report cards as though I knew what I was doing.
Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.
Balance in Literacy Performance-based learning and assessment achieve a balanced approach by extending traditional fact-and-skill instruction Figure 1. Performance-based learning and assessment are not a curriculum design.
Whereas you decide what to teach, performance-based learning and assessment constitute a better way to deliver your curriculum. Because authentic tasks are rooted in curriculum, teachers can develop tasks based on what already works for them.
Through this process, assignments become more authentic and more meaningful to students. What Is the Balance? Content Knowledge The subject area content can come from already defined curriculums or can be enhanced by the adoption of a set of themes or topics by the department, grade-level team, school, or school system.
Process Skills Higher-order thinking or process skills can come from the various disciplines, such as writing or proofreading from language arts or math computation and problem-solving skills.
Other process skills cut across subject area lines or may be identified as areas of need based on standardized testing e. Work Habits Time management, individual responsibility, honesty, persistence, and intrapersonal skills, such as appreciation of diversity and working cooperatively with others, are examples of work habits necessary for an individual to be successful in life.
They are both an integral part of the learning and an opportunity to assess the quality of student performance. When the goal of teaching and learning is knowing and using, the performance-based classroom emerges. Performance tasks range from short activities taking only a few minutes to projects culminating in polished products for audiences in and outside of the classroom.
In the beginning, most performance tasks should fall on the short end of the continuum. Teachers find that many activities they are already doing can be shaped into performance-learning tasks.
The development of performance-assessment tasks is no exception. With a little practice, however, teachers find that they can easily and quickly develop performance tasks and assessment lists. This process is further simplified as teachers and schools begin to collect and maintain lists of generic tasks and assessments that teachers can adapt for individual lessons.
Teachers find assessment lists a more efficient way of providing feedback to students than traditional methods, thus saving time in the long run. Finally, as students work with performance assessment, the quality of their work improves, reducing the time teachers must spend assessing and grading student work.
Examples of Performance Tasks Performance tasks should be interesting to the student and well connected to the important content, process skills, and work habits of the curriculum. Sometimes students can help in constructing these tasks and assessment lists.
The following are three performance tasks that call for graphs:Building students’ skills for learning to learn Formative assessment builds students’ “learning to learn” skills by: Placing emphasis on the process of teaching and learning, and actively involving students in that process.
Building students’ skills for peer- . Assessment for learning gives teachers more information throughout the year.
One of the results of an AFL approach is that it helps students to do better in summative assessment. The two are linked and both inform future learning. The Centre specialises in the multi-professional assessment and management of children, adolescents and adults with complex neurodevelopmental difficulties particularly Attention Deficit Hyperactivity Disorder (ADHD) and Autistic Spectrum Difficulties (ASD) in addition to people with specific learning difficulties, Tourette’s syndrome, and other complex difficulties.
Embedded Formative Assessment (Strategies for Classroom Formative Assessment That Drives Student Engagement and Learning) [Dylan Wiliam] on leslutinsduphoenix.com *FREE* shipping on qualifying offers.
By integrating classroom formative assessment practices into daily activities, educators can substantially increase student engagement and the rate of student learning.
The Quest Learning and Assessment System uses an extensive knowledge bank of over 60, questions and answers covering Math, Biology, Chemistry, Computer Science, . 1 ASSESSMENT FOR LEARNING – THE CASE FOR FORMATIVE ASSESSMENT This paper provides findings on assessment for learning, drawn from recent analyses undertaken by CERI.