Essay Influential Teacher

One result is that teachers can more consistently and fairly evaluate and grade student work.Information from performance task assessment lists also helps students set learning goals and thus helps teachers focus subsequent instruction.Performance-based learning and assessment achieve a balanced approach by extending traditional fact-and-skill instruction (Figure 1).

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Because authentic tasks are rooted in curriculum, teachers can develop tasks based on what already works for them.

Through this process, assignments become more authentic and more meaningful to students.

Higher-order thinking or process skills can come from the various disciplines, such as writing or proofreading from language arts or math computation and problem-solving skills.

Other process skills cut across subject area lines or may be identified as areas of need based on standardized testing (e.g., analogies, categorizing information, drawing inferences, etc.).

Performance tasks range from short activities taking only a few minutes to projects culminating in polished products for audiences in and outside of the classroom.

In the beginning, most performance tasks should fall on the short end of the continuum.Time management, individual responsibility, honesty, persistence, and intrapersonal skills, such as appreciation of diversity and working cooperatively with others, are examples of work habits necessary for an individual to be successful in life.Performance tasks build on earlier content knowledge, process skills, and work habits and are strategically placed in the lesson or unit to enhance learning as the student “pulls it all together.” Such performance tasks are not “add-ons” at the end of instruction.In the act of learning, people obtain content knowledge, acquire skills, and develop work habits—and practice the application of all three to “real world” situations.Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.Assessment lists also enable the teacher to efficiently provide students with information on the strengths and weaknesses of their work.In creating performance task assessment lists, teachers focus on what students need to know and be able to do.(These lists and other illustrative materials are shown as “Exhibits” at the end of the chapters and are numbered consecutively.) The upper-level format (Exhibit 1) is used in middle and high school.It lists the important elements and provides three columns of lines.Whereas you decide what to teach, performance-based learning and assessment constitute a better way to deliver your curriculum.Teachers do not have to “give up” units of study or favorite activities in a performance-based classroom.

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