PERFORMANCE-BASEDASSESSMENT Show
Is adirect and systematic observation of the actualperformance ofstudents based on the predeterminedperformance criteria (Zimmaro, 2003as cited byGabuyo, 2012)Itisanalternativeformofassessingtheperformance of studentsthat represents a set ofstrategies for the application of knowledge, skillsand work habits through the performance of tasksthataremeaningfulandengagingtothem(Hibbard,1996) AccordingtoBrualdi(1998),inherarticleImplementingPerformanceAssessmentintheClassroom,performance- based assessments alsoprovides the teacher the information on how thestudents understand and apply knowledge and itallowstheteachertointegrateperformanceassessment in the instructional process to provideadditional learning activitiesfor the students in theclassroom. According to Chun, (2010)it measures students’ ability to apply the skills andknowledge learned from a unit or unit of study.typically, the task challenges students to use theirHOT skills to create a products or complete aprocess. According to Patricia Hilliard (2015) – theassessment accurately measures one or morespecific course standards. Additionally, it is:ComplexAuthenticProcess/product-orientedOpen-endedTime-boundEssential component of a performance-based assessmentEssential component of a performance-based assessment AssessmentAssessmentTraditional Upload your study docs or become a Course Hero member to access this document Upload your study docs or become a Course Hero member to access this document journal article Complex, Performance-Based Assessment: Expectations and Validation CriteriaEducational Researcher Vol. 20, No. 8 (Nov., 1991) , pp. 15-21 (7 pages) Published By: American Educational Research Association https://doi.org/10.2307/1176232 https://www.jstor.org/stable/1176232 Read and download Log in through your school or library Alternate access options For independent researchers Read Online Read 100 articles/month free Subscribe to JPASS Unlimited reading + 10 downloads Purchase article $29.00 - Download now and later Read Online (Free) relies on page scans, which are not currently available to screen readers. To access this article, please contact JSTOR User Support. We'll provide a PDF copy for your screen reader.With a personal account, you can read up to 100 articles each month for free. Get StartedAlready have an account? Log in Monthly Plan
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Abstract In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality of educational assessments are judged, and a set of criteria that are sensitive to some of the expectations for performance-based assessments is proposed. Journal Information Educational Researcher (ER) is published nine times per year and is received by all members of AERA. It contains scholarly articles of general significance to the educational research community from a wide range of disciplines. ER's Features section publishes articles that report, synthesize, or analyze scholarly inquiry, focusing on manuscripts that examine the significance of research in education and developments important to the field of educational research. Publisher Information The American Educational Research Association (AERA) is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. Its 20,000 members are educators; administrators; directors of research, testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented by the membership includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science. Rights & Usage This item is part of a JSTOR Collection. Which of these is a key characteristic of all types of performance based assessments?Performance-based assessments share the key characteristic of accurately measuring one or more specific course standards. They are also complex, authentic, process/product-oriented, open-ended, and time-bound.
What is an important benefit of having students self evaluate and self reflect as part of the portfolio process?According to the textbook, what is an important benefit of having students self-evaluate and self-reflect as part of the portfolio process? Students internalize the criteria for quality work and use the criteria as guides for self-improvement.
Which of the following is an example of performance assessment?Examples of performance assessments include composing a few sentences in an open-ended short response, developing a thorough analysis in an essay, conducting a laboratory investigation, curating a portfolio of student work, and completing an original research paper.
Which of these statements best summarizes the main point that the author makes about the different thinking skills frameworks discussed in Chapter 8?Which of these statements best summarizes the main point that the author makes about the different thinking skills frameworks discussed in Chapter 8? The frameworks are just different ways to conceptualize thinking skills; users can mix and match as needed because there is no right or best framework.
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