| Foreword |
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v | |
| About the Author |
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vii | |
| Acknowledgments |
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viii | |
| User's Guide |
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xiii | |
| PART I: USING PERFORMANCE TASKS |
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1 | (62) |
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The Nature of Performance Tasks |
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3 | (16) |
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3 | (1) |
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How do Performance Tasks Differ from Traditional Tests? |
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3 | (5) |
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What Is the Role of Performance Task Assessment in English Class? |
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8 | (2) |
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What Are the Design Elements of a Performance Task? |
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10 | (2) |
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How Does Performance Task Assessment Influence Instruction? |
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12 | (1) |
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What Do You Need to Know about Portfolio Assessment? |
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13 | (1) |
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What Are the Time Management Issues Involved in Using Performance Tasks? |
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14 | (1) |
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What Makes a Performance Task Authentic Learning? |
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15 | (2) |
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How can You Develop a Collegial Review Process? |
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17 | (1) |
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18 | (1) |
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19 | (16) |
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19 | (1) |
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What Is a Rubric and How Is it Used by Teachers and Students? |
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19 | (2) |
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What Are Some Common Pitfalls in Rubric Use and Design? |
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21 | (3) |
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Mistake One: Too Many Rubrics |
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21 | (1) |
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Mistake Two: Generalities |
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21 | (1) |
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22 | (1) |
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23 | (1) |
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What Is the Most Efficient Rubric Design for English Language Arts Performance Tasks? |
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24 | (5) |
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Rubric for a Written or Physical Product |
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24 | (1) |
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Meaning (Also Called Intent, Ideas, Content) |
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24 | (1) |
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Development (Also Called Substance, Support, Details, References, Proof) |
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24 | (1) |
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Organization (Also Called Structure, Order, Sequencing) |
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25 | (1) |
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Word Choice (Also Called Diction, Style, Tone, Voice, Fluency, Vocabulary, or Language) |
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25 | (1) |
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Conventions (Also Called Mechanics or Presentation) |
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26 | (1) |
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26 | (1) |
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A Word on Interdisciplinary Projects |
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27 | (1) |
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Rubrics for Structured or Spontaneous Behavior |
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27 | (2) |
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29 | (1) |
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What Are Various Methods for Setting Up the Rubric? |
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29 | (5) |
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30 | (1) |
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Scoring Guide: Written Task |
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30 | (1) |
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31 | (1) |
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Scoring Guide: Written Task |
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31 | (1) |
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32 | (1) |
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Scoring Guide: Written Task |
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32 | (2) |
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Checking Your Rubric for Flaws |
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34 | (1) |
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34 | (1) |
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English Language Arts Standards |
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35 | (14) |
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35 | (1) |
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What Is the Theory Behind the Standards? |
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35 | (2) |
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What Are the Standards for English Language Arts? |
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37 | (2) |
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What Are the Instructional Implications of the Standards? |
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39 | (6) |
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What Role Does Grammar Instruction Play in the Standards? |
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45 | (2) |
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The Standards Phrased as Questions |
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47 | (1) |
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48 | (1) |
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49 | (6) |
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49 | (1) |
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50 | (1) |
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50 | (2) |
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52 | (1) |
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52 | (1) |
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52 | (1) |
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Interdisciplinary Portfolio |
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53 | (1) |
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53 | (1) |
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54 | (1) |
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Multiple Intelligence Approaches |
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55 | (8) |
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55 | (2) |
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57 | (5) |
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62 | (1) |
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62 | (1) |
| PART II: A COLLECTION OF PERFORMANCE TASKS AND RUBBICS |
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63 | (126) |
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Performance Tasks Based on Journalism |
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65 | (14) |
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65 | (1) |
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About Investigative Reports |
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65 | (2) |
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66 | (1) |
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Researching and Planning the Investigative Report |
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67 | (4) |
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68 | (3) |
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71 | (6) |
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77 | (2) |
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Performance Tasks Based on Poetry |
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79 | (20) |
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79 | (1) |
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Writing a Poetry Explication |
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80 | (5) |
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85 | (4) |
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89 | (4) |
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Shakespearean Word Inventory |
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93 | (4) |
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97 | (2) |
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Performance Tasks Based on Syntax |
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99 | (18) |
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99 | (1) |
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Recipe for an Essay: Sentence Structure Ingredients |
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100 | (1) |
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Syntax and Active Reading Techniques |
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100 | (3) |
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103 | (3) |
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Building Suspense by Postponing the Subject |
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106 | (2) |
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108 | (1) |
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109 | (5) |
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114 | (3) |
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Performance Tasks Based on Literary Criticism |
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117 | (22) |
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117 | (1) |
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118 | (7) |
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125 | (7) |
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Proposing a Book for Summer Reading |
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132 | (5) |
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137 | (2) |
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Performance Tasks Based on Full-Length Works |
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139 | (22) |
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139 | (1) |
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Writing a Thematic Paper Based on a Full Length Work |
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140 | (14) |
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154 | (5) |
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159 | (2) |
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Performance Tasks Based on Shakespeare |
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161 | (28) |
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161 | (1) |
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Warming Up to Shakespeare |
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161 | (7) |
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168 | (6) |
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174 | (10) |
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184 | (4) |
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188 | (1) |
| References |
|
189 | |
