Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Deneese L.; und weitere |
|---|---|
| Titel | Project Authentic Connections: Performance-Based Assessment in Reading/Language Arts Courses for Preservice Teachers. |
| Quelle | (1994), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Alternative Assessment; Elementary Secondary Education; English Teacher Education; Evaluation Methods; Higher Education; Language Arts; Methods Courses; Performance Based Assessment; Preservice Teacher Education; Student Participation; Theory Practice Relationship |
| Abstract | Traditional assessments in university courses led students to seek goals that current research reports as unacceptable since success had been based on knowledge acquisition rather than performance or ability to use this information in authentic situations. Assessment must require the performance of exemplary tasks. The purpose of this project was to design performance-based assessments to use with preservice teachers in literacy methods courses that would be patterned after the performance-event tasks required by the State of Kentucky as a result of the Kentucky Reform Act (1990). Descriptions of final examinations issued in three methods classes show this performance orientation: Teaching Reading and Language Arts in Elementary School; Teaching Reading and Language Arts in Middle School; and Reading Instruction in the Elementary School. Each of the exams required students to work through problems individually and in groups. One of the greatest hindrances during the assessment process seemed to be time management. Though students completed their tasks in time, they found themselves frustrated. Also dominant personalities in the groups seemed to do most of the work, while they sidelined less assertive students. However, recent groups with more experience with this form of assessment had less difficulty. Grading also presented certain difficulties. Certain quantitative methods of scoring fell short of the teacher's need to differentiate the quality of student responses. More work must be done in the development of rubrics for scoring. Overall, the response to this type of assessment was positive in that it strengthened student responses to course reading. (Appendixes contain Kentucky New Teacher Outcomes and sample grading rubrics.) (TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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