Subtests and skills assessed Student Priorities and Interests -- inventories and checklists are provided to help teachers determine reading habits and interests. English Language Screen -- a set of questions requiring simple responses to determine the student's comprehension of English. Graded word lists -- the student identifies lists of words increasing in difficulty from grades Pre-K to high school.
Kane and Alison L. Reeve Research is beginning to show that performance assessments can be an effective instructional tool, but only if teachers receive sufficient training and support. Evaluating student achievement through performance assessments is not a new strategy.
Good teachers have always judged and monitored their students' progress through observations, experiments, written assignments, and research projects.
What is new in the current reform effort is the systematic shift toward schoolwide performance assessments and away from multiple-choice tests for measuring instruction and accountability. Performance assessments, they reason, have a positive influence in the classroom.
Evidence is beginning to accrue that performance assessments indeed provide the means for improving teaching and learning. For example, research indicates that teachers in Vermont and Kentucky are asking their students to write more and to do more work together in groups.
Such research is providing the empirical information needed to examine the tenets underlying assessment reform efforts. Following is a summary of what we learned from Studies of Education Reform: Assessment of Student Performance, a three-year national study about the impact of performance assessments on teaching and learning Khattri et al.
For this study, we visited 16 schools across the United States. These schools were developing and implementing performance assessments as a result of national- state- district- or school-level assessment initiatives. At each school, we interviewed school personnel, students, parents, and school board members.
We also collected and reviewed student work and conducted observations of classrooms and professional development sessions.
In general, our findings show that the effect of assessments on the curriculum teachers use in their classrooms has been marginal, although the impact on instruction and on teacher roles in some cases has been substantial. Few Changes in Curriculum We found that even when teachers adopt the format of performance assessments for example, portfolios, projects, exhibitionsthe content and sequencing of the subject matter remain largely unchanged.
This is because existing state and district frameworks dominate the curricular choices teachers make. Only two of the elementary schools we visited had made a conscious change in the curriculum. At a school in New York City, teachers use the Primary Learning Record as an instrument to support the child-centered philosophy of teaching espoused at the school.
At a school in California, teachers have undertaken simultaneous curriculum and assessment reform.
In a few cases, teachers said the use of performance-based portfolios and projects extended tasks that typically require students to research a topic and to demonstrate their understanding through essays, exhibitions, experiments, oral presentations, and so on has had the effect of curtailing content coverage.
For example, at a school in New Mexico, teachers discovered that the integrated instruction and assessment program they had developed led them, unintentionally, to devote less time to teaching mathematics.Graphic Organizer. A graphic organizer is a visual display that demonstrates relationships between facts, concepts or ideas.
A graphic organizer guides the learner’s thinking as they fill .
Assessments themselves have been vilified, when, in fact, it’s why assessments are given and how the data is used that is really the issue. In this course, you develop effective writing skills that convey a credible message and project a professional image.
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