عملکردهای عالی: ایجاد وظایف ارزیابی مبتنی بر کلاس، ویرایش دوم

What grade did you give me? students often ask teachers, as if teachers randomly assign grades. Too many students do not understand how their academic performance in the classroom corresponds with various grades. Improving students' understanding of what their teachers expect them to do, how well they should be able to do it, and how they should go about accomplishing it is what this book is all about. Lewin and Shoemaker show you how to teach rich, integrated, thematic units of instruction where students grapple with meaty conceptual ideas and use the processes of reading, writing, problem solving, and investigation. The authors share what they've learned about developing and assessing powerful performance tasks ranging from short and specific to lengthy and substantive. Their focus is on the practical, the doable. You can learn from their successes as well as their mistakes.The authors discuss a four-step approach for teaching students how to acquire content knowledge labeled "Info In" and examine four "Info Out" modes through which students can make their content understanding explicit for evaluation purposes. Great Performances is filled with highly motivating examples of student projects as well as effective assessment tools that teachers can adapt for their own classrooms.In this new edition, you will find:-updated examples and scoring mechanisms throughout the chapters;-expanded options for converting performance task scores into required letter grades for reporting to parents; and -a new chapter on reading assessment to help teachers navigate their way through Response to Intervention. This chapter also provides as a helpful review of popular commercially published in-class reading assessments. Teaching to and assessing with performance tasks result in true understanding--the type of understanding students will need in the world, where they will be expected to produce "Great Performances."

What grade did you give me? students often ask teachers, as if teachers randomly assign grades. Too many students do not understand how their academic performance in the classroom corresponds with various grades. Improving students' understanding of what their teachers expect them to do, how well they should be able to do it, and how they should go about accomplishing it is what this book is all about. Lewin and Shoemaker show you how to teach rich, integrated, thematic units of instruction where students grapple with meaty conceptual ideas and use the processes of reading, writing, problem solving, and investigation.

The authors share what they've learned about developing and assessing powerful performance tasks—ranging from short and specific to lengthy and substantive. Their focus is on the practical, the doable. You can learn from their successes as well as their mistakes.

The authors discuss a four-step approach for teaching students how to acquire content knowledge—labeled "Info In"—and examine four "Info Out" modes through which students can make their content understanding explicit for evaluation purposes. Great Performances is filled with highly motivating examples of student projects as well as effective assessment tools that teachers can adapt for their own classrooms.

In this new edition, you will find:

• updated examples and scoring mechanisms throughout the chapters;
• expanded options for converting performance task scores into required letter grades for reporting to parents; and
• a new chapter on reading assessment to help teachers navigate their way through Response to Intervention. This chapter also provides as a helpful review of popular commercially published in-class reading assessments.

Teaching to and assessing with performance tasks result in true understanding—the type of understanding students will need in the world, where they will be expected to produce "Great Performances."

Get an in-depth understanding of how to create fun, engaging, and challenging performance assessments that require students to elaborate on content and demonstrate mastery of skills. This update of an ASCD (Association for Supervision and Curriculum Development) classic includes new scoring methods, reading assessments, and insights on navigating one's way through Response to Intervention. Using real classroom experiences, the authors describe dozens of inventive assessment tasks, including: (1) Visual representations such as graphic organizers, time lines, comic strips, and electronic slide shows; (2) Written assignments such as persuasive letters, RAFTS, and informational brochures; (3) Oral presentations such as round-robin mini-speeches, press conferences, and debates; and (4) Large-scale products and performances such as prototypes, museum exhibits, and achievement conventions. Step-by-step guidelines and scoring methods for each project help you adapt these tasks to one's classroom right away. Following a preface, the following chapters are contained in this book: (1) Great Performances: Our Journey Begins; (2) Info in: How Students Learn New Content Information; (3) Info Out: Assessing Students' Understanding with Visual Representations; (4) Info Out: Assessing Students' Understanding Using the Written Mode; (5) Info Out: Assessing Students' Understanding through Oral Presentations; (6) Info Out: Assessing Students' Understanding Through Large-Scale Projects or Performances; (7) A Scenic Tour of Reading Assessment; and (8) Sparkles and Blemishes; and (8) A Study Guide for Great Performances: Creating Classroom-Based Assessment Tasks, 2nd Edition. [For the first edition, "Great Performances: Creating Classroom-Based Assessment Tasks," see ED428109.] Contents ......Page 8 List of Figures......Page 9 Preface......Page 11 Great Performances: Our Journey Begins......Page 14 Info In: How Students Learn New Content Information......Page 20 Info Out: Assessing Students’ Understanding with Visual Representations......Page 43 Info Out: Assessing Students’ Understanding Using the Written Mode......Page 70 Info Out: Assessing Students’ Understanding Through Oral Presentations......Page 94 Info Out: Assessing Students’ Understanding Through Large-Scale Projects or Performances......Page 109 A Scenic Tour of Reading Assessment......Page 127 Sparkles and Blemishes......Page 141 Appendix......Page 164 References......Page 220 Index......Page 223 About the authors......Page 229