‘In an era where buzzwords like ′assessment′ and ′accountability′ are used every day in our school systems, a book like this is long overdue. The author clearly explains important terminology while providing easy-to-understand ways to engage in quality assessment in any elementary classroom.’
—Jennifer Sinsel, Elementary Gifted Teacher
Bostic Traditional Magnet School, Andover, KS
Use PBAs to design learning experiences that increase student engagement and achievement!
There is nothing more rewarding than the moment when a student ‘gets it.’ Helping educators reach that goal, Nancy P. Gallavan demonstrates how performance-based assessments (PBAs) can help create stimulating teaching and learning environments in elementary classrooms.
This easy-to-understand guide explains how to construct assessments that effectively measure learner performance and allow educators to align curriculum and instruction with students′ needs. With PBAs, teachers can engage students in the learning process, connect the learning to students′ individual lives, and monitor learning outcomes. The author provides:
- Detailed and clear examples of performance-based assessments
- Guidelines for creating and using rubrics and assessment templates
- Checklists, frequently asked questions, graphic organizers, and activities to reinforce the content in each chapter
- Numerous appendices, including standards for educational assessment, the four domains of learning, and a host of helpful Web sites, readings, and references
Developing Performance-Based Assessments, Grades K–5 is a valuable asset for facilitating learning experiences with rewarding outcomes.
表中的内容
Acknowledgments
About the Author
Introduction
1. Examining the Many Purposes of Assessment
Demystify Performance-Based Assessments
Understand the Six Components of Assessment
Picture the Continuous Flow of Assessment
Know the Reasons for Selecting Your Assessments…
Extend With Questions and Activities
2. Planning Assessments to Promote Understanding
Use Formal and Informal Assessments
Become a Data-Driven Teacher
Understand Assessment Principles and Practices
Watch for Common Errors in Assessing
Visualize the Overall Process…
Extend With Questions and Activities
3. Collecting Baseline Data for Preassessments
Set Three Goals to Guide Your Preassessments
Question Each of the Six Components of Assessment
Keep Anecdotal Records
Follow These Guidelines as You Preassess
Realize That Assessment Is a Continuous Process…
Extend With Questions and Activities
4. Aligning Appropriate Formative Assessments
Consider the Six Components of Assessment
Design Your Curriculum
Align Assessments With Curriculum and Instruction
Explore Cognition Via Patterns of Thought
Plan With Competence and Confidence…
Extend With Questions and Activities
5. Incorporating Learning, Assigning Instruction Followed by Feedback and Correction
Assign Your Instruction and Activities
Employ Multiple Instructional Strategies
Consider These Assessment Recommendations
Include All Kinds of Questions With Your Formative Assessments
Optimize the Feedback
Involve Your Learners in the Process
Have Fun With Formative Assessments…
Extend With Questions and Activities
6. Administering Summative Assessments
Connect to the Goals and Components of Assessment
Create Your Summative Assessments
Prepare Learners for Summative Assessments
Set Your Sights on the Five As
Continue the Assessment Cycle…
Extend With Questions and Activities
7. Identifying What to Assess: Inviting the Five Types of Inquiry and Information
Introduce the Five Types of Inquiry
Balance Three Conditions With Five Types of Inquiry
Delve Into Responses
Enhance Variety in Your Inquiries
Include All Types of Thinking, Acting, and Feeling…
Extend With Questions and Activities
8. Analyzing How to Assess: Applying the Five Forms of Appraisal and Authentication
Analyze the Five Forms of Appraisal and Authentication
Implement Assessments Purposefully
Develop Appraisals to Showcase Learning…
Extend With Questions and Activities
9. Creating Assessment Templates and Rubrics
Construct the Assessment Template
Build Rubrics
Let Your Templates and Rubrics Do the Work for You…
Extend With Questions and Activities
10. Conducting Evaluations and Accountability
Evaluate Accomplishments
Account for Progress
Concentrate on Your Effectiveness
Develop a Performance-Based Assessment Mindset…
Extend With Questions and Activities
References and Readings
Index
关于作者
Nancy P. Gallavan, Ph.D., is Professor of Teacher Education at the University of Central Arkansas where she specializes in classroom assessments and cultural competence in the Department of Teaching and Learning MAT Program, which she helped to start in 2006. The UCA MAT Program was recognized as the Distinguished Program in Teacher Education by the Association of Teacher Educators in 2010. Dr. Gallavan also serves as the UCA Academic Liaison to Institutional Diversity. Receiving university and college awards for her teaching, scholarship, and service, Dr. Gallavan has expertise in K-12 education, classroom assessments, curriculum development, cultural competence, social studies education, and teacher self-efficacy. With more than 120 peer-reviewed publications in journals, as chapters in books, and as books, Dr. Gallavan authored two versions of Developing Performance-Based Assessments, one for Grades K-5 and one for Grades 6-12 with Corwin Press in 2009. She also authored two versions of Navigating Cultural Competence: A Compass for Teachers, one for Grades K-5 and one for Grades 6-12 with Corwin Press in 2011. With Ellen Kottler, she co-authored Secrets to Success for Beginning Elementary School Teachers with Corwin Press in 2007 and Secrets to Success for Social Studies Teachers with Corwin Press in 2008. Most of these books have been republished in multiple languages. Her research agenda focuses on classroom assessments and teacher self-efficacy. Her chapter, “If you want your students to change, then you need to change: Mediating the sources and benefits of teacher self-efficacy with teacher candidates, ” will be published in the Handbook of Research on Professional Development for Quality Teaching and Learning in 2016. Dr. Gallavan serves as the editor of the Arkansas Association of Teacher Educators Electronic Journal (Ar ATE EJ) and co-editor of the Association of Teacher Educators (ATE) Annual Yearbook of Research. An active member of American Educational Research Association (AERA), Association of Teacher Educators (ATE), Kappa Delta Pi (KDP), National Association for Multicultural Education (NAME), and National Council for the Social Studies (NCSS), she is involved with the AERA Classroom Assessment Special Interest Group and serves as Chair of the ATE Commission of Online Teaching, Learning, and Schooling. Dr. Gallavan is a Past President and a Distinguished Member of the Association of Teacher Educators (ATE), a Kappa Delta Pi (KDP) Eleanor Roosevelt Legacy Chapter inaugural member, and a member of Phi Delta Phi (education honor society). Prior to joining the University of Central Arkansas, Dr. Gallavan was an Assistant/Associate Professor with the University of Nevada, Las Vegas, specializing in social studies education and cultural competence. She began her career in education as an elementary school and middle level classroom teacher primarily in the Cherry Creek School District in Colorado. She earned her undergraduate degree in Elementary Education with an emphasis in Literacy from Southwest Missouri State University (now Missouri State University); her master’s degree in Curriculum and Instruction with an emphasis in Gifted and Talented Education from the University of Colorado, Boulder; her school administrator license from the University of Colorado, Denver; and her doctoral degree in Curriculum Leadership with a cognate in Cultural Competence from the University of Denver. At the University of Denver, she received the Phi Delta Kappa Outstanding Dissertation Award.
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