Developing Performance-Based Assessments, Grades 6-12

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Corwin Press, 2009 - Education - 227 pages
Improve student achievement on daily assignments, unit assessments, and standardized tests!

This book clearly defines performance-based assessments (PBAs) and walks teachers and administrators through the vocabulary, concepts, and practices for conducting an assessment process that is fully integrated with the daily curriculum and 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 culminating data that is easy-to-use.

 

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Contents

Chapter 1 Examining the Many Purposes of Assessment
5
Demystify PerformanceBased Assessments
6
Understand the Six Components of Assessment
11
Picture the Continuous Flow of Assessment
15
Know the Reasons for Selecting Your Assessments
21
Chapter 2 Planning Assessments to Promote Understanding
23
Use Formal and Informal Assessments
24
Become a DataDriven Teacher
29
Extend with Questions and Activities
110
Chapter 6 Administering Summative Assessments
113
Connect to the Goals and Components of Assessment
114
Create Your Summative Assessments
115
Prepare Learners for Summative Assessments
120
Set Your Sights on the Five As
123
Continue the Assessment Cycle
131
Inviting the Five Types of Inquiry and Information
133

Understand Assessment Principles and Practices
33
Watch for Common Errors in Assessing
38
Visualize the Overall Process
40
Chapter 3 Collecting Baseline Data for Preassessments
43
Question Each of the Six Components of Assessment
46
Keep Anecdotal Records
54
Follow These Guidelines as You Preassess
56
Realize That Assessment is a Continuous Process
57
Extend with Questions and Activities
58
Chapter 4 Aligning Appropriate Formative Assessments
61
Consider the Six Components of Assessment
62
Design Your Curriculum
64
Align Assessments with Curriculum and Instruction
76
Explore Cognition via Patterns of Thought
79
Plan with Competence and Confidence
81
Chapter 5 Incorporating Learning Assigning Instruction Followed by Feedback and Correction
83
Assign Your Instruction and Activities
84
Employ Multiple Instructional Strategies
90
Consider These Assessment Recommendations
93
Include All Kinds of Questions with Your Formative Assessments
95
Optimize the Feedback
101
Involve Your Learners in the Process
107
Have Fun with Formative Assessments
108
Balance Three Conditions with Five Types of Inquiry
138
Delve Into Responses
144
Enhance Variety in Your Inquiries
145
Include All Types of Thinking Acting and Feeling
146
Applying the Five Forms of Appraisal and Authentication
149
Analyze the Five Forms of Appraisal and Authentication
150
Implement Assessments Purposefully
166
Develop Appraisals to Showcase Learning
171
Chapter 9 Creating Assessment Templates and Rubrics
173
Construct the Assessment Template
174
Build Rubrics
182
Let Your Templates and Rubrics Do the Work for You
199
Extend with Questions and Activities
200
Chapter 10 Conducting Evaluation and Accountability
203
Evaluate Accomplishments
204
Account for Progress
207
Concentrate on Your Effectiveness
210
Develop a PerformanceBased Assessment Mindset
213
Extend with Questions and Activities
215
References and Readings
217
Index
223
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About the author (2009)

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.

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