These evaluation criteria or rubrics sometimes take the form of a simple list, and other times appear in an evaluation form that the instructor will use for giving feedback.
A quantitative measurement uses values from an instrument based on a standardized system that intentionally limits data collection to a selected or predetermined set of possible responses. Qualitative measurement is more concerned with detailed descriptions of situations or performance, hence it can be much more subjective but can also be much more valuable in the hands of an experienced teacher.
Tasks used in performance-based assessment include essays, oral presentations, open-ended problems, hands-on problems, real-world simulations and other authentic tasks.
Such tasks are concerned with problem solving and understanding. Just like standardized achievement tests, some performance-based assessments also have norms, but the approach and philosophy are much different than traditional standardized tests.
The underlying concept is that the student should produce evidence of accomplishment of curriculum goals which can be maintained for later use as a collection of evidence to demonstrate achievement, and perhaps also the teacher's efforts to educate the child.
Performance-based assessment is sometimes characterized as assessing real life, with students assuming responsibility for self-evaluation.
Testing is "done" to a student, while performance assessment is done by the student as a form of self-reflection and self-assessment. The overriding philosophy of performance-based assessment is that teachers should have access to information that can provide ways to improve achievement, demonstrate exactly what a student does or does not understand, relate learning experiences to instruction, and combine assessment with teaching.
In broad terms, there are three types of performance-based assessment: The determination of differences among performance, portfolio, and projects can be rather loosely interpreted, but the differences are distinct enough to permit separate classification among the different categories.
Material can be collected as actual products or video and computer archives. Examples of school tasks that may be included in performance-based assessment are:Skip to rubrics for: Education Fine Arts Humanities Natural Sciences and Mathematics Social Science Education Barbara Fister: Library Rubric-Critical Analysis Paper Dan Moos: Education Rubric-Critical.
Technology Information Literacy. Technology information literacy means that you should be able to access, evaluate, organize, manipulate, and present information all while utilizing the appropriate technology tools (Humes, ).
Learn more about the full-time professors that comprise the Western State College of Law faculty and the experience that they bring to the classroom. Teaching Writing.
Featuring Dr. Steven Graham, Dr. Louisa Moats, and Dr.
Susan Neuman in a discussion about teaching writing. These three renowned reading and writing experts address why writing is important, what the latest research tells us, and what educators and parents can do to support our children's development as writers.
High-Stakes Rubrics. High-Stakes Rubrics. Because students spend more time drafting and revising high-stakes writings it makes sense to create more developed evaluation rubrics for these assignments. Also, because you have supported these assignments extensively, you now may hold the final products to a higher standard.
This article is a reply by the author to a response to his article about "The Quality Time Program". Many of the responses saw the program, which involved teachers 'buddying' with students experiencing behavioural problems, as yet another imposition on teachers' time.