| Foreword |
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v | |
| Preface |
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vii | |
| About the Authors |
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x | |
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Classroom Use of Performance Assessment |
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1 | (10) |
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Performance Assessment: An Overview |
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1 | (2) |
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3 | (1) |
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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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Summativee Evaluation of Student Learning |
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5 | (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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Why Performance Assessment? |
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11 | (10) |
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The Limitations of Traditional Testing |
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11 | (6) |
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12 | (2) |
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14 | (2) |
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16 | (1) |
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17 | (1) |
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The Benefits of Performance Assessment |
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17 | (4) |
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Clarity of Criteria and Standards |
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17 | (1) |
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Professional Dialogue about Criteria and Standards |
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18 | (1) |
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18 | (1) |
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Improved Communication with Parents |
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19 | (1) |
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20 | (1) |
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Making an Evaluation Plan |
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21 | (12) |
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21 | (8) |
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Major Outcomes, Goals, or Strands |
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21 | (3) |
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The Developmental Stages of Mathematics |
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24 | (1) |
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25 | (3) |
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Creating the Curriculum Map |
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28 | (1) |
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29 | (1) |
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29 | (4) |
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The Role of Traditional Testing |
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29 | (1) |
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The Place for Performance Assessment |
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30 | (1) |
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31 | (1) |
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31 | (2) |
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Evaluating Complex Performance |
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33 | (18) |
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34 | (3) |
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34 | (1) |
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34 | (1) |
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The Scoring Guide or Rubric |
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35 | (2) |
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37 | (1) |
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Measurement and Practical Issues |
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37 | (14) |
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The Number and Type of Criteria |
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37 | (2) |
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Analytic vs. Holistic Rubrics |
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39 | (1) |
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How Many Points on the Scale? |
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39 | (1) |
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Dividing Line Between Acceptable and Unacceptable Performance |
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40 | (2) |
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Titles for Levels of Performance |
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42 | (1) |
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Descriptions of Performance |
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42 | (1) |
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Generic vs. Task-specific |
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42 | (1) |
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43 | (1) |
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43 | (1) |
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44 | (1) |
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Combining Scores on Criteria |
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45 | (2) |
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47 | (1) |
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Subjectivity vs. Objectivity |
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48 | (1) |
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49 | (2) |
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Creating a Performance Task |
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51 | (12) |
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Size of Performance Tasks |
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52 | (2) |
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52 | (1) |
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Curriculum Pressure and Time Demands |
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53 | (1) |
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53 | (1) |
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54 | (1) |
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Criteria for Good Performance Tasks |
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54 | (5) |
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54 | (1) |
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55 | (1) |
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Elicits Desired Knowledge and Skill |
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56 | (1) |
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Enables Assessment of Individuals |
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57 | (1) |
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Contains Clear Directions for Students |
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58 | (1) |
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58 | (1) |
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59 | (4) |
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59 | (1) |
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59 | (1) |
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59 | (1) |
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60 | (1) |
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61 | (2) |
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63 | (10) |
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Drafting a Scoring Rubric |
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63 | (7) |
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Generic or Task-specific? |
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64 | (1) |
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Task, Genre-specific, or Developmental? |
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65 | (1) |
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65 | (2) |
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67 | (2) |
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Descriptions of Levels of Performance |
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69 | (1) |
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70 | (1) |
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Piloting the Rubric With Student Work |
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70 | (3) |
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Evaluating a Sample of Student Work |
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70 | (1) |
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71 | (1) |
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Revising the Rubric and/or the Task |
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72 | (1) |
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72 | (1) |
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72 | (1) |
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Adapting Existing Performance Tasks and Rubrics |
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73 | (8) |
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Matching Outcomes, Topics, and Students |
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73 | (1) |
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74 | (1) |
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74 | (2) |
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To Reflect a School's Curriculum |
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74 | (1) |
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To Reflect a Group of Students |
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75 | (1) |
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76 | (1) |
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76 | (1) |
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76 | (2) |
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76 | (1) |
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Adjusting the Performance Descriptions |
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77 | (1) |
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78 | (1) |
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78 | (3) |
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78 | (1) |
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Eliciting Desired Knowledge and Skill |
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78 | (1) |
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Clarity of Student Directions |
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78 | (1) |
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79 | (1) |
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Technical Features of the Rubric |
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79 | (1) |
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79 | (2) |
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Primary School Mathematics Performance Tasks |
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81 | (90) |
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85 | (7) |
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92 | (3) |
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95 | (6) |
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101 | (6) |
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107 | (3) |
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110 | (2) |
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112 | (3) |
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115 | (7) |
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122 | (8) |
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130 | (2) |
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132 | (6) |
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138 | (2) |
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Losing Teeth: A Story About Averages |
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140 | (6) |
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146 | (2) |
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148 | (2) |
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150 | (8) |
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158 | (2) |
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160 | (2) |
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162 | (2) |
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164 | (7) |
| Appendix: Student Hand-outs |
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171 | |
