NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED451007
Record Type: Non-Journal
Publication Date: 2001-Jan
Pages: 51
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessing Student Work.
Harvard Univ., Cambridge, MA. Graduate School of Education.; Rural School and Community Trust, Washington, DC.
Rural Trust schools and communities embrace an education that values what is unique to a particular place in an effort to promote mutual school and community well-being. This local focus engages students academically, pairing real world relevance with intellectual rigor. It also develops skills that promote citizenship, such as decision making, planning, public presenting, and valuing of local culture. These skills are best displayed through long-term projects in community-based work with a public purpose and audience. Assessment practices compatible with such project-oriented learning are those in which students actually do something: construct answers, perform critical tasks, and create a product of value. In the face of increased calls for accountability, assessments are needed that capture the place-based learning of Rural Trust students more adequately than standardized tests. This guide describes alternative assessment strategies, practical steps to take in constructing them, and specific examples from various school communities. Part 1 presents background, definitions, and rationale for alternative assessments, which include performance, authentic, and exhibition assessment. Part 2 discusses steps and samples for constructing alternative assessments. Part 3 covers portfolio assessments. Part 4 discusses tracking student progress with alternative assessments. Three appendices present resources for developing instructional and educational goals, Alaska Rural Systemic Initiative Tools, and assessing nonacademic performance skills. (Contains 18 references.) (TD)
Full text at Web site: http://www.ruraledu.org/assess_guide.html.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.; Rural School and Community Trust, Washington, DC.