Literaturnachweis - Detailanzeige
| Autor/inn/en | Barlowe, Avram; Cook, Ann |
|---|---|
| Titel | Putting the Focus on Student Engagement: The Benefits of Performance-Based Assessment |
| Quelle | In: American Educator, 40 (2016) 1, S.4-11 (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0148-432X |
| Schlagwörter | Learner Engagement; Performance Based Assessment; High Schools; Public Schools; High School Students; Equal Education; Scoring Rubrics; Consortia; Urban Schools; School Effectiveness; New York |
| Abstract | For more than two decades, the New York Performance Standards Consortium, a coalition of 38 public high schools, has steered clear of high-stakes testing, which superficially assess student learning. Instead, the consortium's approach relies on performance-based assessments--essays, research papers, science experiments, and high-level mathematical problems--to engage students and measure their knowledge and skills in a deep and meaningful way over time. In this article, the authors present how this form of assessment is working and benefiting the students. (ERIC). |
| Anmerkungen | American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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