Performance-based assessments allow classroom teachers an alternative to traditional multiple-choice tests. We often use fill-in-the bubble assessments in education to determine the readiness of students. However, in the 21st-century workplace, these types of tests fail to truly prepare students. How many times in the real world are we called upon to take a multiple-choice test? In the real world, we are called upon to prove our merit through performance-based assessments, displaying our 21st-century skills. We should be preparing students for this in the classroom. Performance-Based Assessment for 21st-Century Skills makes the argument that teachers should use performance-based assessments in the classroom. It guides the educator step by step to show how he or she can create performance-based assessments for students, including what they look like, teaching students how to create them, setting the proper classroom environment, and how to evaluate them.
While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.
This book will show classroom teachers not only how to create their own objective rubrics, which can be used to evaluate performance assessments, but also how to develop rubrics that measure hard-to-assess skills, such as leadership and ...
Glaser, R.,Lesgold, A.,& Lajoie, S. (1987). Toward acognitive theory for the measurement of achievement.InR. R. Ronning, J. A. Glover, J.C.Conoley, & J.C.Witt (Eds.), The influence of cognitive psychologyon testing (pp. 41–85).
This book provides a detailed description of research and application outcomes from the Assessment and Teaching of 21st Century Skills project, which explored a framework for understanding the nature of these skills.
Students need to be able to interact and problem solve not just with each other, but also within the community and with technology. This book is a guide for helping educators make that jump with their instruction.
The book details a journey that a large school district undertook to create a system of performance tasks designed to assess students' proficiency in critical thinking, problem solving, and effective communication.
In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below: Cognitive skills: nonroutine problem solving, critical thinking, systems thinking Interpersonal skills: complex communication, ...
A Workshop Summary National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education Margaret Hilton. William Bonvillian is director of the Washington, DC, ...
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This is the vision of personalized learning an approach to education founded in collaborative conversations where students are no longer bystanders in their own development.