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1 | (6) |
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Six Questions to Focus Our Work on Improving Student Performance |
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1 | (1) |
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2 | (1) |
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3 | (2) |
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Our Ultimate Goal Is for Students to Be Motivated, Capable, Independent Learners |
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5 | (2) |
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The Creature Feature Performance Task |
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7 | (20) |
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An Enrichment Follow-up for Creature Feature |
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9 | (1) |
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The Context for the Creature Museum Task |
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9 | (1) |
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The Creature Museum Performance Task |
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9 | (1) |
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The Assessment Lists for Creature Museum |
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9 | (1) |
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9 | (18) |
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Embedded Performance Tasks Used Both for Learning and Assessment |
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27 | (6) |
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The Problem of Assessment as an ``Add-on'' |
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27 | (3) |
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The Problem of the Match Between Curriculum and Instruction: Is the Written Curriculum the Taught Curriculum? |
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30 | (1) |
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How Embedded Performance Tasks Influence Teaching |
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30 | (1) |
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31 | (2) |
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Curriculum Standards for Performance Tasks |
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33 | (8) |
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Content Standards for Science |
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33 | (2) |
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Language Arts Standards for Science |
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35 | (1) |
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Thinking Skills for Science |
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35 | (1) |
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Problem-Solving Process Performance Standards |
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36 | (1) |
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Work Habit and Performance Tasks |
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36 | (1) |
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Performance Tasks Integrate Knowledge of Science Content, Thinking Skills, Problem-Solving Skills, and Work Habits |
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36 | (1) |
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Themes, Big Ideas, and Essential Questions of Science Also Serve as Performance Standards |
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37 | (1) |
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Sample of a Seventh Grade Biology Curriculum That Is Organized Around Performance Standards |
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38 | (2) |
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Why Themes and Content Standards? |
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40 | (1) |
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How to Make a Performance Task |
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41 | (20) |
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Definitions and Dimensions for Performance Tasks |
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41 | (2) |
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Dimensions of a Good Performance Task |
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42 | (1) |
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Coming Up with Ideas for Performance Tasks |
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43 | (9) |
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Questions That Act as Guides to Creation of Performance Tasks |
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44 | (2) |
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Thinking-Skill Verbs Provide Strategies to Create Performance Tasks |
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46 | (2) |
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Ideas for Formats of Final Products and/or Performances |
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48 | (3) |
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The Theory of Multiple Intelligences Gives Us Ideas for Performance Tasks |
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51 | (1) |
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Making Classroom-Friendly Performance Tasks from Those Ideas |
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52 | (8) |
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Turning the Plan Resulting from the Framework into the Performance Task That Is Presented to the Student |
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57 | (1) |
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Other Components of the Set of Materials for a Performance Task |
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58 | (2) |
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60 | (1) |
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Making Tools to Assess and Evaluate Student Work |
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61 | (26) |
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61 | (3) |
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The Purpose and Design of an Assessment Tool |
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64 | (2) |
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64 | (1) |
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Scoring Tools Should Always Be Used in Conjunction with Benchmarks |
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65 | (1) |
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Subjectivity vs. Objectivity |
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65 | (1) |
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Scoring Tools Provide Information to Improve Performance |
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66 | (1) |
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The Assessment Tool Should Promote Independent Learning |
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66 | (1) |
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The Assessment Tools Should Be User-Friendly |
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66 | (1) |
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Different Types of Assessment Tools |
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66 | (3) |
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Options for Scoring Tools: The Scoring Tool Tree |
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66 | (3) |
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Visiting the Branches of the Scoring Tool Tree |
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69 | (10) |
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70 | (2) |
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72 | (3) |
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Combining Scores on Criteria |
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75 | (2) |
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Acceptable and Unacceptable Work |
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77 | (1) |
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Analytic Assessment Lists |
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77 | (2) |
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Tailored Assessment Lists for Specific Performance Tasks |
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79 | (3) |
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What Kinds of Items Go on the Assessment List? |
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79 | (1) |
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Why Do Assessment Lists Include Elements About Writing Format and Work Habits? |
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80 | (1) |
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How Many Items Go on the Assessment List? |
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80 | (1) |
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80 | (1) |
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How Is the Assessment List Used? |
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81 | (1) |
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Using the Tailored Assessment List to Assess and Grade the Student's Response to Creature Feature |
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81 | (1) |
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Coaching Students to Accurately Assess Their Own Work |
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81 | (1) |
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Teachers Add Comments to Assessment Lists |
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82 | (1) |
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Assessment Lists Are Dynamic Tools for Getting Students to Pay Attention |
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82 | (1) |
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Which Assessment List Is Best? |
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83 | (1) |
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Students Can Create Their Own Assessment Lists |
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83 | (3) |
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86 | (1) |
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How Do Parents React to Assessment Lists? |
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86 | (1) |
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86 | (1) |
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Performance Tasks for a Scientific Method |
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87 | (20) |
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Dimensions of a Scientific Process |
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87 | (4) |
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Performance Tasks That Include Both the Scientific Method and Science Content |
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91 | (6) |
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Consumer Research as an Authentic Application of the Scientific Method |
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97 | (1) |
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97 | (6) |
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103 | (4) |
| APPENDIX A: PERFORMANCE TASKS |
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107 | (66) |
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Index of Performance Tasks |
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107 | (1) |
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Curriculum Standards for Performance Tasks |
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108 | (5) |
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Action and Reaction Poster Performance Task |
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113 | (2) |
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Deer Dilemma Performance Task |
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115 | (7) |
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Electric Circuits Performance Task |
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122 | (5) |
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Electric Energy Transformation and Transfer Performance Task |
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127 | (6) |
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Forensic Scientist Performance Task |
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133 | (2) |
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Heartbeat Performance Task |
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135 | (2) |
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Insect Mouth Parts Performance Task |
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137 | (2) |
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Invent a Musical Instrument Performance Task |
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139 | (2) |
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Invent a Worm Farm for Making Soil Performance Task |
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141 | (3) |
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Machine Skit Performance Task |
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144 | (2) |
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Model of How an Enzyme Works Performance Task |
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146 | (2) |
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Rolling Down the River Performance Task |
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148 | (7) |
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States of Matter Skit Performance Task |
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155 | (2) |
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What Do You Eat? Performance Task |
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157 | (4) |
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Worm Project Performance Task |
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161 | (12) |
| APPENDIX B: GRAPHIC ORGANIZERS |
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173 | (6) |
| APPENDIX C: A COLLECTION OF PERFORMANCE PROFILES FOR VARIOUS FORMATS OF STUDENT WORK |
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179 | (35) |
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Performance Profiles as Menus of Ideas for Assessment Lists |
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179 | (1) |
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Performance Profiles as Frameworks for Conversations Among Teachers |
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180 | (1) |
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Performance Profiles as Tools to Describe and Document the Proficiency Level of a Student's Performance |
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180 | (1) |
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Index to Performance Profiles |
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181 | (2) |
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Performance Profile for a Data Chart |
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183 | (1) |
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Performance Profile for Technical, Informational, and Expository Writing |
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184 | (4) |
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Performance Profile for a Bar or Line Graph |
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188 | (2) |
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Performance Profile for an Invention |
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190 | (2) |
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Performance Profile for Making Scientific Observations |
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192 | (2) |
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Performance Profile for a Map |
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194 | (1) |
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Performance Profile for a Science Model |
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195 | (2) |
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Performance Profile for a Multimedia Presentation |
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197 | (3) |
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Performance Profile for Writing a Newspaper Article |
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200 | (2) |
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Performance Profile for an Oral Presentation |
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202 | (3) |
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Performance Profile for a Poster |
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205 | (2) |
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Performance Profile for Research Skills |
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207 | (3) |
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Performance Profile for a Scientific Drawing |
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210 | (2) |
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Performance Profile for a Science Skit |
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212 | (2) |
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Performance Profile for a Written Summary of a Bar or Line Graph |
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214 | |
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