| ABOUT THE AUTHOR |
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iii | (1) |
| ACKNOWLEDGMENTS |
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iv | (5) |
| FOREWORD |
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ix | (2) |
| PREFACE |
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xi | |
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1 | (10) |
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The Uses of Classroom-Based Performance Assessment |
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3 | (2) |
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Instructional Decision-Making |
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3 | (1) |
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4 | (1) |
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Communication With Parents |
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4 | (1) |
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Summative Evaluation of Student Learning |
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4 | (1) |
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5 | (1) |
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Different Types of Classroom-Based Assessment |
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5 | (6) |
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5 | (3) |
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8 | (1) |
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9 | (1) |
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10 | (1) |
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2 WHY PERFORMANCE ASSESSMENT? |
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11 | (10) |
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The Limitations of Traditional Testing |
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11 | (5) |
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11 | (3) |
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14 | (1) |
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15 | (1) |
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16 | (1) |
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The Benefits of Performance Assessment |
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16 | (5) |
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Clarity as to Criteria and Standards |
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16 | (1) |
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Professional Dialogue About Criteria and Standards |
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17 | (1) |
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17 | (1) |
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Improved Communication with Parents |
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18 | (1) |
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19 | (1) |
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20 | (1) |
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3 MAKING AN EVALUATION PLAN |
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21 | (10) |
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21 | (5) |
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Major Outcomes, Goals or Strands |
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21 | (2) |
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23 | (1) |
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Creating the Curriculum Map |
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24 | (2) |
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26 | (1) |
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26 | (5) |
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The Role of Traditional Testing |
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27 | (1) |
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The Place for Performance Assessment |
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27 | (1) |
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28 | (1) |
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29 | (2) |
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4 EVALUATING COMPLEX PERFORMANCE |
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31 | (18) |
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31 | (4) |
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32 | (1) |
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32 | (1) |
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The Scoring Guide or Rubric |
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33 | (2) |
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35 | (1) |
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Measurement and Practical Issues |
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35 | (14) |
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The Number and Type of Criteria |
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35 | (2) |
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Analytic vs. Holistic Rubrics |
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37 | (1) |
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How Many Points on the Scale? |
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37 | (2) |
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Dividing Line Between Acceptable and Unacceptable Performance |
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39 | (1) |
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Titles for Levels of Performance |
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40 | (1) |
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Descriptions of Performance |
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40 | (1) |
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Generic vs. Task-Specific |
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40 | (1) |
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41 | (1) |
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42 | (1) |
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42 | (1) |
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Combining Scores on Criteria |
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43 | (2) |
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45 | (1) |
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"Subjectivity" vs. "Objectivity" |
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46 | (1) |
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47 | (2) |
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5 CREATING A PERFORMANCE TASK |
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49 | (10) |
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Size of Performance Tasks |
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49 | (2) |
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50 | (1) |
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Curriculum Pressure and Time Demands |
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51 | (1) |
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51 | (1) |
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51 | (1) |
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Criteria for Good Performance Tasks |
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51 | (4) |
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52 | (1) |
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52 | (1) |
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Elicits Desired Knowledge and Skill |
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53 | (1) |
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Enables Assessment of Individuals |
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53 | (1) |
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Contains Clear Directions for Students |
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54 | (1) |
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55 | (1) |
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55 | (4) |
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55 | (1) |
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56 | (1) |
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56 | (1) |
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56 | (1) |
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57 | (2) |
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59 | (12) |
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Drafting a Scoring Rubric |
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59 | (6) |
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Generic or Task-Specific? |
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59 | (1) |
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Task or Genre Specific, or Developmental |
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60 | (1) |
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61 | (2) |
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63 | (1) |
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Descriptions of Levels of Performance |
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64 | (1) |
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65 | (1) |
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Piloting the Rubric With Student Work |
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65 | (3) |
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Evaluating a Sample of Student Work |
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66 | (1) |
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67 | (1) |
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Revising the Rubric (and Possibly Also the Task) |
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67 | (1) |
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67 | (1) |
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67 | (1) |
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Involving Students in Rubric Design and Use |
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68 | (3) |
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68 | (1) |
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68 | (1) |
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69 | (2) |
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7 ADAPTING EXISTING PERFORMANCE TASKS AND RUBRICS |
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71 | (8) |
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Matching Outcomes, Topics, and Students |
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71 | (1) |
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72 | (1) |
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72 | (2) |
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To Reflect a School's Curriculum |
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72 | (1) |
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To Reflect A Group of Students |
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73 | (1) |
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74 | (1) |
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74 | (1) |
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74 | (2) |
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74 | (1) |
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Adjusting the Performance Descriptions |
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75 | (1) |
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76 | (1) |
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76 | (3) |
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Engagement and Authenticity |
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76 | (1) |
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Eliciting Desired Knowledge and Skill |
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76 | (1) |
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Clarity of Student Directions |
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76 | (1) |
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77 | (1) |
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Technical Features of the Rubric |
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77 | (1) |
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77 | (2) |
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8 UPPER ELEMENTARY SCHOOL MATHEMATICS PERFORMANCE TASKS |
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79 | (104) |
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82 | (2) |
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84 | (10) |
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94 | (2) |
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96 | (2) |
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98 | (2) |
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100 | (2) |
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102 | (2) |
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104 | (8) |
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112 | (2) |
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114 | (2) |
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116 | (2) |
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118 | (11) |
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129 | (10) |
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139 | (2) |
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141 | (1) |
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148 | (2) |
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150 | (2) |
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152 | (2) |
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154 | (5) |
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159 | (10) |
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169 | (2) |
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171 | (2) |
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173 | (8) |
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181 | (2) |
| APPENDIX: STUDENT HAND-OUTS |
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183 | |
