Using Performance Assessments to Support Student Learning: How District Initiatives Can Make a Difference

Effects of Introducing Classroom Performance Assessments on Student Learning

PsycEXTRA Dataset ◽

10.1037/e652452011-001 ◽

1995 ◽

Cited By ~ 3

Author(s):

Lorrie A. Shepard ◽

Roberta J. Flexer ◽

Elfrieda H. Hiebert ◽

Scott F. Marion ◽

Vicky Mayfield ◽

...

Keyword(s):

Student Learning ◽

Performance Assessments ◽

Classroom Performance

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Assessment in Music Education

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 ◽

10.1093/oxfordhb/9780190248130.013.48 ◽

2019 ◽

pp. 232-254

Author(s):

Mark Hudson ◽

Karol Gates

Keyword(s):

Music Education ◽

Student Learning ◽

Music Educators ◽

Department Of Education ◽

Performance Assessments ◽

Assessment Literacy ◽

Performance Tasks ◽

Music Classroom ◽

Curriculum Project ◽

Colorado Department

This chapter provides the reader with a practical perspective and working knowledge of the process by which the Colorado Department of Education (CDE) and the Colorado Music Educators Association (CMEA) developed performance assessments sample resource options in response to the need to measure student learning in the music classroom. This process, along with the ongoing bank of performance tasks developed via the Colorado Content Collaboratives partnership, is reviewed and placed in perspective within the current Colorado educational landscape as well as the intersection with the CDE Sample Curriculum Project and the Assessment Literacy Program. In this manner, one method for developing reliable and valid measures of student learning is presented for consideration. Finally, the use of these assessments in measuring music teaching practices and teacher effectiveness is examined.

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Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.1.9 ◽

2008 ◽

Vol 11 (1) ◽

pp. 9-11 ◽

Cited By ~ 2

Author(s):

Carolyn S. Potts ◽

Sarah M. Ginsberg

Keyword(s):

Collaborative Learning ◽

Student Retention ◽

Student Learning ◽

Student Learning Outcomes ◽

Retention Rates ◽

Speech Language Pathology ◽

Traditional Lecture ◽

Language Pathology ◽

Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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Redesigning Introduction to Communication Disorders

Perspectives on Issues in Higher Education ◽

10.1044/ihe13.2.40 ◽

2010 ◽

Vol 13 (2) ◽

pp. 40-48 ◽

Cited By ~ 1

Author(s):

John Wm. Folkins

Keyword(s):

Student Learning ◽

Student Evaluation ◽

Good Practice ◽

Communication Disorders ◽

Team Experience ◽

Team Activity ◽

Class Period ◽

Written Assignments ◽

Principles Of Good Practice ◽

Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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