Toronto's Elementary Benchmark Program.

Autor/inn/en	Larter, Sylvia; Sullivan, Marilyn
Titel	Toronto's Elementary Benchmark Program.
Quelle	(1993), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Rating; Benchmarking; Educational Assessment; Educational Objectives; Educational Practices; Elementary Education; Elementary School Students; Foreign Countries; Holistic Evaluation; Language Arts; Mathematics Achievement; Models; Performance; Performance Based Assessment; Scoring; Student Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Elementarunterricht; Ausland; Holistische Methode; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analogiemodell; Leistungsermittlung; Bewertung; Schulnote; Studentische Bewertung
Abstract	In 1987 the Toronto (Ontario, Canada) Board of Education launched the development of the Toronto Board Benchmark Program to establish benchmarks, which are samples of student performance on a wide range of language and mathematics tasks. These samples, in print and video, show what students in grades 3, 6, and 8 can do on learning tasks based on Ontario Ministry of Education and Toronto Board objectives. The benchmarks are not tests, but are information that provide insight into student performance and achievement. The benchmarks are intended to serve as models of appropriate assessment activities and classroom practices. To date, over 40 benchmarks have been developed for each grade. The holistic scoring criteria are presented for one mathematics benchmark and one language benchmark. Five levels of performance are identified. The use of benchmarks can reflect the fluid nature of learning and evaluating, and can allow the teacher to remain in control of the evaluation, unlike the use of externally developed and scored tests. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC