Essay Influential Teacher

Teachers find that many activities they are already doing can be shaped into performance-learning tasks.Two initial concerns of teachers moving toward performance-based classrooms include the amount of time needed for performance tasks and the subjectivity traditionally associated with teacher assessment and assigning “grades.” The initial move to any new method involves an investment in time.

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Essay Influential Teacher

Through this process, assignments become more authentic and more meaningful to students.” These two ways of looking at literacy do not compete; the challenge is to find the right balance between them (Figure 2).The subject area content can come from already defined curriculums or can be enhanced by the adoption of a set of themes or topics by the department, grade-level team, school, or school system.Finally, as students work with performance assessment, the quality of their work improves, reducing the time teachers must spend assessing and grading student work.Performance tasks should be interesting to the student and well connected to the important content, process skills, and work habits of the curriculum.Sometimes students can help in constructing these tasks and assessment lists.The following are three performance tasks that call for graphs: Performance task assessment lists are assessment tools that provide the structure students need to work more independently and to encourage them to pay attention to the quality of their work.Assessment lists also enable the teacher to efficiently provide students with information on the strengths and weaknesses of their work.In creating performance task assessment lists, teachers focus on what students need to know and be able to do.Performance-based learning and assessment achieve a balanced approach by extending traditional fact-and-skill instruction (Figure 1).Performance-based learning and assessment are not a curriculum design.