Table of contents for Developing performance-based assessments : elementary / Nancy P. Gallavan.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.


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Contents
Acknowledgments
About the Author
Introduction
1. Examining the Many Purposes of Assessment
Demystify Performance-based Assessments
Define Performance-based Assessments
Involve Learning Options and Opportunities
Incorporate Teaching Principles and Practices
Meet Six Components of Assessment
Know Your Learners
Reflect on Your Practices
Clarify Functions of Learner Achievement
Picture the Continuous Flow of Assessment
Start with Assessments and Objectives
Differentiate Assessment from Evaluation
Connect with Accountability
Know the reasons for selecting your assessments
2. Planning Assessments to Promote Understanding
Use Formal and Informal Assessments
Reflect on Understanding
Conduct Assessments at Multiple Times
Consider All Kinds of Evidence
Become a Data-Driven Teacher
Balance Quantitative with Qualitative Data
Itemize Criterion-referenced Assessments
Describe Norm-referenced Assessments
Justify Validity and Reliability
Ensure Salience and Fairness
Separate Objectivity from Subjectivity
Watch Out for Errors in Assessing
Visualize the overall process . . .
3. Collecting Baseline Data for Preassessments
Set Three Goals to Guide Your Preassessments
Know Where to Begin the Learning
Plan Where to Begin Your Teaching
Establish a Foundation to Note Progress
Question Each of the Six Components of Assessment
Gather Baseline Data
Be Aware of Your Rater Reliability
Generate Preassessment Ideas
Investigate the Three Spheres of Learning
Keep Anecdotal Records
Follow These Guidelines As You Preassess
Realize that assessment is a continuous process . . .
4. Aligning Appropriate Formative Assessments
Consider the Six Components of Assessment
Design Your Curriculum
Start with the End
Organize Outcomes and Coordinate Levels
Align Assessments with Curriculum and Instruction
Develop Your Assessments
Include All Kinds of Questions
Pose Powerful Questions
Try Socratic Questioning
Follow Strategic Guidelines
Explore Cognition via Patterns of Thought
Consider Sequential and Spatial Thinking
Promote Deductive and Inductive Thinking
Remember Divergent and Convergent Thinking
Plan with competence and confidence . . .
5. Incorporating Learning, Feedback, and Correction
Assign Your Instruction and Activities
Scaffold the Learning
Spiral Prior Learning
Compact Learning Logically
Integrate Learning across the Curriculum
Offer Project-based Learning
Explore Holistic Learning
Try Constructivist Learning
Employ Multiple Instructional Strategies
Consider These Assessment Recommendations
Optimize the Feedback
Refine Correction and Redirection
Respond to Interventions
Involve Your Learners in the Process
Have fun with formative assessments . . .
6. Administering Summative Assessments
Diversify Your Summative Assessments
Write Meaningful and Purposeful Assessments
Prepare Learners for Summative Assessments
Score Assessments Objectively
Organize Projects and Presentations
Feature Portfolios
Understand Standardized Testing
Set Your Sights on Five Essential Guidelines
Strive for Academic Rigor
Promote Active Learning and Assessments
Ensure Authentic Outcomes
Include Alternative Approaches
Showcase Achievement
Continue the assessment cycle . . .
7. Identifying What to Assess: Inviting the Five Types of Inquiry and Information
Introducing the Five Types of Inquiry
Note Immediate, Continuous, and Unending Learning
Rely on Recognition and Recall
Promote Logic and Reasoning
Analyze Skills and Applications
Demonstrate Productivity and Creativity
Explain Outlooks and Dispositions
Balance Three Conditions with Types of Inquiry
Delve into Responses
Enhance Variety in Your Inquiries
Include all types of thinking, acting, and feeling . . .
8. Analyzing How to Assess: Applying the Five Forms of Appraisal and Authentication
Analyze the Five Forms of Appraisal
Identify Your Appraisal Purpose
Include Various Appraisal Tasks
Pick Selected Answers
Use Written Responses
Show Demonstrated Performances
Express Spoken Communications
Integrate Combined Forms of Appraisals
Clarify Directions
Seek a Balance
Give Learners Choices
Develop appraisals to showcase learning . . .
9. Creating Assessment Templates and Rubrics
Construct the Template
Complete a Sample Template
Examine Template Examples
Build Rubrics
Follow the 3 x 3 x 3 Model
Use All Kinds of Rubrics
Score Your Rubrics
Collaborate with Learners
Let Learners Self-Assess and Peer Assess
Use Rubrics to Report to Parents
Let your templates and rubrics do the work for you . . .
10. Conducting Evaluations and Accountability
Prepare to Evaluate Outcomes
Establish Evaluation Criteria
Focus on Learners
Plan Your Grading Procedures
Account for Progress
Document and Maintain Record
Report Outcomes
Concentrate on Yourself
Understand Teachers? Practices
Reflect on Your Practices
Develop a performance-based assessment mindset . . .
Appendices
A. Standards for the Educational Assessment of Students
B. Domains and Taxonomies
C. Poem
D. Websites
E. References and Readings

Library of Congress Subject Headings for this publication:

Educational tests and measurements -- United States.
Competency-based educational tests -- United States.
School children -- Rating of -- United States.