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Developing Performance-Based Assessments, Grades 6-12

Improve student achievement on daily assignments, unit assessments, and standardized tests!

This book clearly defines performance-based assessments (PBAs) and leads teachers and administrators through an assessment process that is fully integrated with the daily curriculum and that can produce significantly improved student performance. The author provides a template for recording assessment data, demonstrates how to create rubrics for teacher/student use, and offers standards-based examples featuring classroom teachers' insights. Readers will discover how to use PBAs to implement:

  • Preassessments to collect baseline data 
  • Formative assessments that yield progress-monitoring data 
  • Summative assessments for gathering data that is easy-to-use

Full description


Product Details
  • Grade Level: 6-12
  • ISBN: 9781412969819
  • Published By: Corwin
  • Year: 2008
  • Page Count: 240
  • Publication date: September 05, 2013

Price: $41.95

Price: $41.95
Volume Discounts applied in Shopping Cart

Review Copies

Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

Description

Description

Access the Book Appendices here.

"Contains valuable and timely information on how to develop appropriate, authentic, and worthwhile assessments."
—Deborah S. Yost, Professor of Education
La Salle University

Improve student achievement on daily assignments, unit assessments, and standardized tests!

Customizing instructional approaches to a specific educational context and learners' needs is a common challenge for educators. Geared for Grades 6–12, this resource defines performance-based assessments (PBAs) and illustrates how using PBAs can help teachers target specific academic goals for students and foster positive, productive, and practical learning experiences.

Using easy-to-understand terms, the book leads educators through an assessment process that is fully integrated with the daily curriculum and that can result in significantly improved student performance. The author provides a template for recording assessment data, demonstrates how to create rubrics for teacher/student use, and offers standards-based examples featuring classroom teachers' insights. Readers will discover how to implement:

  • Preassessments to collect baseline data
  • Formative assessments that yield progress-monitoring data
  • Summative assessments for gathering data that is easy to use

Complete with checklists, frequently asked questions, graphic organizers, activities, and additional resources, Developing Performance-Based Assessments, Grades 6–12 is an ideal tool for engaging students in the learning process.


Key features

  • Includes tools for assessment and instructions on how to build and use rubrics
  • Each chapter includes checklists, frequently asked questions, graphic organizers, and activities to reinforce the content

 

Author(s)

Author(s)

Nancy P. Gallavan photo

Nancy P. Gallavan

Nancy P. Gallavan, Ph.D., is Professor of Teacher Education at the University of Central Arkansas where she specializes in classroom assessments and cultural competence in the Department of Teaching and Learning MAT Program, which she helped to start in 2006. The UCA MAT Program was recognized as the Distinguished Program in Teacher Education by the Association of Teacher Educators in 2010. Dr. Gallavan also serves as the UCA Academic Liaison to Institutional Diversity.

Receiving university and college awards for her teaching, scholarship, and service, Dr. Gallavan has expertise in K-12 education, classroom assessments, curriculum development, cultural competence, social studies education, and teacher self-efficacy. With more than 120 peer-reviewed publications in journals, as chapters in books, and as books, Dr. Gallavan authored two versions of Developing Performance-Based Assessments, one for Grades K-5 and one for Grades 6-12 with Corwin Press in 2009. She also authored two versions of Navigating Cultural Competence: A Compass for Teachers, one for Grades K-5 and one for Grades 6-12 with Corwin Press in 2011. With Ellen Kottler, she co-authored Secrets to Success for Beginning Elementary School Teachers with Corwin Press in 2007 and Secrets to Success for Social Studies Teachers with Corwin Press in 2008. Most of these books have been republished in multiple languages.

Her research agenda focuses on classroom assessments and teacher self-efficacy. Her chapter, “If you want your students to change, then you need to change: Mediating the sources and benefits of teacher self-efficacy with teacher candidates,” will be published in the Handbook of Research on Professional Development for Quality Teaching and Learning in 2016. Dr. Gallavan serves as the editor of the Arkansas Association of Teacher Educators Electronic Journal (ArATE EJ) and co-editor of the Association of Teacher Educators (ATE) Annual Yearbook of Research.

An active member of American Educational Research Association (AERA), Association of Teacher Educators (ATE), Kappa Delta Pi (KDP), National Association for Multicultural Education (NAME), and National Council for the Social Studies (NCSS), she is involved with the AERA Classroom Assessment Special Interest Group and serves as Chair of the ATE Commission of Online Teaching, Learning, and Schooling. Dr. Gallavan is a Past President and a Distinguished Member of the Association of Teacher Educators (ATE), a Kappa Delta Pi (KDP) Eleanor Roosevelt Legacy Chapter inaugural member, and a member of Phi Delta Phi (education honor society).

Prior to joining the University of Central Arkansas, Dr. Gallavan was an Assistant/Associate Professor with the University of Nevada, Las Vegas, specializing in social studies education and cultural competence. She began her career in education as an elementary school and middle level classroom teacher primarily in the Cherry Creek School District in Colorado. She earned her undergraduate degree in Elementary Education with an emphasis in Literacy from Southwest Missouri State University (now Missouri State University); her master’s degree in Curriculum and Instruction with an emphasis in Gifted and Talented Education from the University of Colorado, Boulder; her school administrator license from the University of Colorado, Denver; and her doctoral degree in Curriculum Leadership with a cognate in Cultural Competence from the University of Denver. At the University of Denver, she received the Phi Delta Kappa Outstanding Dissertation Award.

Table of Contents

Table of Contents

Acknowledgments


About the Author


Introduction


1. Examining the Many Purposes of Assessment

Demystify Performance-Based Assessments

Understand the Six Components of Assessment

Picture the Continuous Flow of Assessment

Know the Reasons for Selecting Your Assessments...

Extend With Questions and Activities

2. Planning Assessments to Promote Understanding

Use Formal and Informal Assessments

Become a Data-Driven Teacher

Understand Assessment Principles and Practices

Watch for Common Errors in Assessing

Visualize the Overall Process...

Extend With Questions and Activities

3. Collecting Baseline Data for Preassessments

Set Three Goals to Guide Your Preassessments

Question Each of the Six Components of Assessment

Keep Anecdotal Records

Follow These Guidelines as You Preassess

Realize That Assessment Is a Continuous Process...

Extend With Questions and Activities

4. Aligning Appropriate Formative Assessments

Consider the Six Components of Assessment

Design Your Curriculum

Align Assessments With Curriculum and Instruction

Explore Cognition Via Patterns of Thought

Plan With Competence and Confidence...

Extend With Questions and Activities

5. Incorporating Learning, Assigning Instruction Followed by Feedback and Correction

Assign Your Instruction and Activities

Employ Multiple Instructional Strategies

Consider These Assessment Recommendations

Include All Kinds of Questions With Your Formative Assessments

Optimize the Feedback

Involve Your Learners in the Process

Have Fun With Formative Assessments...

Extend With Questions and Activities

6. Administering Summative Assessments

Connect to the Goals and Components of Assessment

Create Your Summative Assessments

Prepare Learners for Summative Assessments

Set Your Sights on the Five As

Continue the Assessment Cycle...

Extend With Questions and Activities

7. Identifying What to Assess: Inviting the Five Types of Inquiry and Information

Introduce the Five Types of Inquiry

Balance Three Conditions With Five Types of Inquiry

Delve Into Responses

Enhance Variety in Your Inquiries

Include All Types of Thinking, Acting, and Feeling...

Extend With Questions and Activities

8. Analyzing How to Assess: Applying the Five Forms of Appraisal and Authentication

Analyze the Five Forms of Appraisal and Authentication

Implement Assessments Purposefully

Develop Appraisals to Showcase Learning...

Extend With Questions and Activities

9. Creating Assessment Templates and Rubrics

Construct the Assessment Template

Build Rubrics

Let Your Templates and Rubrics Do the Work for You...

Extend With Questions and Activities

10. Conducting Evaluation and Accountability

Evaluate Accomplishments

Account for Progress

Concentrate on Your Effectiveness

Develop a Performance-Based Assessment Mind-Set...

Extend With Questions and Activities

References and Readings


Index


Reviews

Reviews

Price: $41.95
Volume Discounts applied in Shopping Cart

Review Copies

Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.