Keeping Student Performance Central: The New York Assessment Collection. Studies on Exhibitions.

Autor/inn/en	Allen, David; McDonald, Joseph
Institution	Coalition of Essential Schools, Providence, RI.
Titel	Keeping Student Performance Central: The New York Assessment Collection. Studies on Exhibitions.
Quelle	(1993), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Accountability; Educational Assessment; Elementary Secondary Education; Evaluation; Evaluation Utilization; Program Implementation; Reports; School Policy; Student Evaluation; New York (New York) + Suchen Sie Ihr Suchwort? Verantwortung; Education; assessment; Bewertungssystem; Evaluierung; Abschlussbericht; Berichten; Schulpolitik; Schulnote; Studentische Bewertung
Abstract	This report describes a computer tool used by the state of New York to assess student performance in elementary and secondary grades. Based on the premise that every assessment is a system of interacting elements, the tool examines students on six dimensions: vision, prompt, coaching context, performance, standards, and reflection. Vision, which was designed to measure what it means to be a successful and fulfilled human being, represents the image of performance that underlies the assessment. From vision, the user may select any dimension but most choose the "prompt" assessment, which defines the work of the assessment for both the teacher and the student. The "standards" assessment looks at student performance, whereas the "performance" measure represents the students' responses to the prompt and can serve as benchmarks for future generations. The "coaching context" is meant to be more than just the logistics that support the performance and may include consultations, schedules, tools, technical advice, formative critique, peer collaboration, or even a word of support. The last dimension, "reflection," is intended to bring real performance out into the open and to provide educators something on which to reflect. Although it can be difficult to differentiate among these assessment dimensions, they can be useful as trail markers for schools that are designing student-assessment tools. (Contains 12 references.) (RJM)
Anmerkungen	CES National, 1814 Franklin St., Suite 700, Oakland, CA 94612 ($6). Tel: 510-433-1451; Fax: 510-433-1455; Web site: http://www.essentialschools.org/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC