ERIC Number: ED419780
Record Type: RIE
Publication Date: 1997
Creating and Assessing Performance-Based Curriculum Projects. A Teacher's Guide to Project-Based Learning and Performance Assessment. First Edition.
Banks, Janet Caudill
This book is a guide to help teachers develop performance-based curriculum projects that include authentic assessments. Section 1, Project-Based (or Performance-Based) Learning and Performance Assessment, describes and gives a rationale for this type of learning and assessment and project-based classrooms. It also notes the role of teachers and discusses performance assessment and student outcomes. Section 2, Essential Learnings and Performance-Based Project Ideas, highlights essential learnings in each of the curriculum areas, covering grades K-8. It also presents performance-based project ideas related to curriculum areas, learning styles, and multiple intelligences. Section 3, the Inquiry Approach to Developing Higher-Level Thinking Skills, discusses how and why to use the inquiry approach when designing science and social studies projects with authentic performance assessment tasks, noting Bloom's Taxonomy of Cognitive Objectives. Section 4, the Components of Performance Assessment Tasks, lists the components considered when developing performance assessment tasks. Section 5, Directions for Designing Project-Based Performance Tasks, includes detailed instructions showing how teachers can plan, write, and assess project-based performance tasks. Section 6, Teacher's Guide and Worksheets for Planning, Writing and Assessing Project-Based Performance Tasks, includes teacher's guide pages for use with the worksheets while planning, writing, and assessing project-based performance tasks. (SM)
Descriptors: Elementary Secondary Education, Evaluation Methods, Inquiry, Multiple Intelligences, Performance Based Assessment, Student Evaluation, Student Projects, Teachers, Thinking Skills
CATS Publications, 8633 233rd Place, S.W., Edmonds, WA 98026-8646.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A