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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.
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.
On the first column of lines, the teacher indicates the points each element is worth.
Some elements receive more points in order to focus students' attention on skills in need of improvement.
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.g., analogies, categorizing information, drawing inferences, etc.).
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.
Teachers do not have to “give up” units of study or favorite activities in a performance-based classroom.