Performance Assessment

For

Reading and Vocabulary

Bonnie Fitch & Connie Patty

http://traclstar.hprtec.org/themes/el5-8/index_el5.html

Student Performance Assessments – annotations by Susan Pfeifer

A list of sites for different types of student assessment (rubric, portfolio, journal, Web for Teachers- Other activities)

http://www.4teachers.org/

site for links for helpful assessment and other activities.

http://school.discovery.com/schrockguide/assess.html

rubrics for assessment purposes

Chicago Public Schools – Assessment

http://4teachers.org/profd/assesstrack.shtml

portfolio resources and assessment

http://stone.web.brevard.k12.fl.us/html/teacheval.html

Validation of student assessment through teacher evaluation

http://www.ncrtec.org/capacity/profile/profwww.htm

Indicators of involved learning

http://www.ncrel.org/sdrs/areas/issues/methods/assment/as500.htm

Integrating Assessment and Instruction in ways that support learning

http://www.ncbe.gwu.edu/ncbepubs/symposia/second/vol1/application.htm

Harvard report on Multiple Intelligences and alternative assessment

http://www.indiana.edu/%7Ecrls/handouts/ports.html

What to include in portfolio assessment

http://rubistar.4teachers.org/

Create rubrics for project based activities

http://4teachers.org/profd/motivtrack.shtml

Classroom motivation

http://www.edweek.org/ew/ewstory.cfm?slug=08ets.h20

Teaching Methods to gain test scores

http://web.ccsd.k12.wy.us/RBA/LA.html

Language Arts Rubrics

http://web.ccsd.k12.wy.us/RBA/LA/ReadNonFic8.html

Reading Rubric

http://www.sdcoe.k12.ca.us/SCORE/actbank/tjounral.htm

Different types of journaling - Graphic organizers

http://www.eduplace.com/rgd/res/literacy/assess6.html

Portfolio assessment / changes over time

http://www.phschool.com/professional_development/assessment/rub_oral_presentation.cfm

Oral presentation Rubrics

http://www.ncrel.org/sdrs/areas/issues/methods/assment/as700.htm

Policymakers and educators must decide what to teach and how to assess and all that is sometimes led by what the work world desires from their future workers.

The types of assessments can influence the outcomes of the assessments.

http://www.ed.gov/pubs/OR/ConsumerGuides/perfasse.html

Is the assessment authentic or an alternative type? Should the assessment be a written test of answering questions or should the assessment be doing something that really proves the student understands the task?

http://www.ed.gov/pubs/EdReformStudies/SysReforms/stiegel1.html

Effective change does not affective only one teacher but all involved.

Change does not occur overnight but effective change takes time.

http://www.ed.gov/pubs/ncesprograms/assessment/surveys/naep.html

The reasoning behind national assessments, their design and their components.

http://www.geocities.com/Athens/Parthenon/8658/

“Assessment tasks can relate to real-life experiences, make connections to personal experiences, and require demonstrations of competency and mastery. Ideas for assessment tasks can come from the text, the curriculum, current events, literature, the arts, reference books, even realia such as advertising circulars and menus.

After the task is created, the assessment criteria are developed. Their purpose is to link the curriculum to the assessment task. In order to design effective assessment criteria, consideration should be given to the intended user. They should clearly communicate the standards of achievement.”

http://www.unl.edu/buros/article4.html

“These standards represent assessment competencies in the administrative contexts in which assessment is relevant to educational administrators. These contexts include: (a) assisting teachers in creating and using assessment effectively; (b) providing leadership in the creation and implementation of building- or district-level assessments policies; and (c) using assessment results in their capacity as administrators in making decisions about students, teachers, and instruction, and in reporting on assessment results to a variety of stakeholders and constituencies.”