Assessing Growth through Community Service.

Autor/in	Crytzer, Betty
Titel	Assessing Growth through Community Service.
Quelle	(1993), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Community Services; Cross Cultural Studies; Curriculum Development; Decision Making; Educational Assessment; Junior High School Students; Junior High Schools; Middle School Students; Middle Schools; Outcomes of Education; Performance Based Assessment; Problem Solving; Secondary School Teachers; Student Participation; Student Volunteers; Teacher Role; Teamwork + Suchen Sie Ihr Suchwort? Gemeindenahe Versorgung; Cultural comparison; Kulturvergleich; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Education; assessment; Bewertungssystem; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lernleistung; Schulerfolg; Leistungsermittlung; Problemlösen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle
Abstract	The challenge of building assessment into the curriculum has led the author to closely examine the expected outcomes of her teaching. Her experiences with students participating in projects that involved helping needy people in the community demonstrate the difficulty and advantages of implementing authentic assessment. The middle school students she teaches have collected items for the needy, conducted a cross-cultural study of the community, and planned visits to a retirement home. All of these projects have taught students the importance of teamwork, along with problem-solving skills and consensus decision making skills. Students are also responsible for assisting in the development of evaluation criteria and assessments. Some assessment approaches that have been used are: (1) performance rating scales; (2) video assessment; (3) demonstrations; (4) audio tapes; and (5) written reflections on the activity. Benefits to the students and benefits to the teacher are recognized. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01