Supporting Reform through Performance Assessment

2002 ◽  
Vol 8 (1) ◽  
pp. 24-30
Author(s):  
Richard Kitchen ◽  
April Cherrington ◽  
Joanne Gates ◽  
Judith Hitchings ◽  
Maria Majka ◽  
...  
Keyword(s):  
Performance Assessment ◽  
Immediate Feedback ◽  
Performance Tasks ◽  
Assessment Tasks

According to reform documents, results from performance assessment tasks give teachers immediate feedback about students' mathematical strengths and weaknesses (NCTM 1995). However, little research has been done to demonstrate just how teachers take advantage of this feedback. Furthermore, less is known about how teachers benefit from collaboratively writing, revising, implementing, and scoring performance tasks.

Assessment: Does the Task Truly Measure What Was Intended?

1997 ◽  
Vol 3 (1) ◽  
pp. 74-82
Author(s):  
Carol Santel-Parke ◽  
Jinfa Cai
Keyword(s):  
Performance Assessment ◽  
Mathematics Teacher ◽  
Mathematics Classroom ◽  
Classroom Teacher ◽  
Performance Tasks ◽  
Higher Level Thinking ◽  
Assessment Tasks ◽  
Regional Conference ◽  
Reasoning Skills

During a recent NCTM regional conference, a speaker addressed the significance of performance assessment in the mathematics classroom. Afterward, a mathematics teacher posed a question to the speaker: “I agree with you that performance assessment is very important in the classroom, and your sample tasks are very interesting. However, as a classroom teacher, how can I design these kinds of interesting tasks or modify existing tasks to ensure that they accurately measure my own students' performance throughout the year?” Although only one teacher voiced this concern during the session, many other teachers may have similar concerns. The purpose of this article is to share a few of our experiences in developing performance-assessment tasks. We hope that the examples will be helpful to teachers in designing their own performance tasks to measure students' higher-level thinking and reasoning skills in the classroom.

scholarly journals English Writing Formative Assessment in Indonesia

2021 ◽  
Author(s):  
Alexander Musa
Keyword(s):  
Formative Assessment ◽  
Classroom Observation ◽  
Writing Skills ◽  
Narrative Text ◽  
Performance Tasks ◽  
English Writing ◽  
Short Answer ◽  
Assessment Tasks ◽  
Assessment Techniques ◽  
Construction Task

This study aimed to investigate the assessment techniques used by a teacher in assessing students’ writing skills, the reason in implementing the techniques, and the students’ responses toward the implementation of the techniques. The collected data in this study included classroom observation that had been held in three times, interview, and written document. The following is the conclusions based on the data analysis. Since formative assessment of writing skill is the main focus of this study, the teacher implemented five writing performance tasks suggested by Brown (2010) namely dicto-comp, picture-cued task, short answer task, guided question and answer, and paragraph construction task. From the teaching process done by the teacher, the assessment tasks were implemented for formative purposes, that is, to monitor students’ progress in comprehending the lesson that is about narrative text. The teacher implemented some assessment tasks in an informal way to monitor students’ ongoing progress without recording the result of the performance, while the other tasks were implemented in a formal way to record students’ progress and to give them an appraisal of their progress and achievement.

scholarly journals EFEKTIVITAS STRATEGI PEMBERIAN UMPAN BALIK TERHADAP KINERJA PRAKTIKUM MAHASISWA D-3 JURUSAN TEKNIK ELEKTRONIKA

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Sapto Haryoko
Keyword(s):  
Performance Assessment ◽  
Delayed Feedback ◽  
T Test ◽  
Control Group ◽  
Immediate Feedback ◽  
Control Group Design ◽  
Treatment Groups ◽  
Group Design ◽  
Group A ◽  
Better Than

Abstract: Effectiveness of the Feedback Providing Strategies on the PracticumPerformance of the Students of the Diploma Three (D-3) of the ElectronicEngineering Department. This study aims to investigate the effectiveness of thefeedback providing strategies (immediate feedback and delayed feedback) onstudents’ performance in the Electronics lab course. This study was anexperiment employed a posttest-only control group design. The subjects werestudents of the Diploma Three (D-3) Program of the Electronic EngineeringDepartment of FT UNM, divided into two treatment groups. Group A,consisting of 20 students, received the treatment of the immediate feedback andGroup B, consisting of 19 students, received the treatment of delayed feedback.The data on the students’ mastery of lab materials were collected throughobservations using a performance assessment form. The data were analyzedusing the t-test. The results showed that the practicum performance of thestudents receiving immediate feedback was better than that of the studentsreceiving delayed feedback. Keywords: immediate feedback, delayed feedback, students’ practicum performance

The Criterion Task Set: Validation and Application

1986 ◽  
Vol 30 (1) ◽  
pp. 57-57
Author(s):  
Clark A Shingledecker
Keyword(s):  
Performance Assessment ◽  
Large Scale ◽  
Human Performance ◽  
Scale Validation ◽  
Relative Sensitivity ◽  
Assessment System ◽  
Assessment Instrument ◽  
Performance Tasks ◽  
Task Set ◽  
Criterion Task

The Criterion Task Set (CTS) is a battery of performance tasks which was developed at the Air Force Armstrong Aerospace Medical Research Laboratory. Based on an information processing stage/resource model of human performance, the CTS was designed to evaluate the relative sensitivity, diagnosticity and intrusiveness of available measures of operator workload. It has also been employed as a performance assessment instrument to evaluate the effects of stressors on hypothesized independent sources of performance capability. Since the completion of original developmental research and the implementation of the CTS in a standard hardware/software system, a number of researchers have employed the battery in applied human performance studies and in efforts which have contributed to its further refinement. The objectives of this symposium are to present accounts of six of these research projects and to provide a forum for individuals who are currently using the CTS or who are interested in potential applications of this performance assessment system. The papers presented in the symposium include a report of a large-scale validation project which has formed the basis for a CTS data base (Schlegel, Gilliland and Schlegel), as well as a study aimed at improvement of one of the tasks comprising the battery (Eggemeier and Amell). The remaining four papers describe applications of the CTS to the investigation of physiological (Wilson and McCloskey) and subjective (Acton, Reid and Perez) workload metrics, and to the study of individual differences (Gilliland, Schlegel and Dannels) and subjective arousal states (Kimball and Pond).

scholarly journals Performance-Based Task Assessment Of Higher-Order Proficiencies In Redesigned STEM High Schools Of Higher-Order Proficiencies In Redesigned STEM High Schools

2016 ◽  
Vol 10 (1) ◽  
pp. 13-32 ◽  
Author(s):  
Jeremy V. Ernst ◽  
Elizabeth Glennie ◽  
Songze Li
Keyword(s):  
High School ◽  
High Schools ◽  
Performance Assessment ◽  
Conceptual Knowledge ◽  
Environmental Science ◽  
Higher Order ◽  
Performance Tasks ◽  
Student Sample ◽  
Assessment Protocol ◽  
Task Assessment

This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested performance assessment protocol was employed for the purposes of the investigation. It was determined that performance-based proficiency was not uniform within tasks and applications, but could be recognized through student artifacts of learning on a situational basis. Based on the findings of the study, several implications are highlighted.

Assessing Students through Data-Exploration Tasks

1996 ◽  
Vol 2 (6) ◽  
pp. 366-371
Author(s):  
Dominic Peressini ◽  
Judy Bassett
Keyword(s):  
Mathematics Education ◽  
Performance Assessment ◽  
Mathematics Curriculum ◽  
Information Age ◽  
Data Exploration ◽  
Performance Tasks ◽  
Assessment Task ◽  
Instructional Process ◽  
Technology And Communication ◽  
Education Performance

As students strive to develop their mathematical power in a society grounded in technology and communication, it is critical that they be able to interpret a variety of data. Data exploration has become an essential aspect of the mathematics curriculum as the “information age” has evolved. Teachers need to assess students involved in data exploration so that they can understand students' knowledge of this content. This assessment is an integral component of the instructional process in mathematics education. Performance tasks constitute a powerful tool for assessing students' abilities in mathematics. This article examines students' responses to a performance-assessment task in which students are engaged in exploring data.

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