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ERIC Number: EJ1133072
Record Type: Journal
Publication Date: 2017-Mar
Pages: 5
Abstractor: ERIC
Reference Count: 19
ISBN: N/A
ISSN: ISSN-2158-0502
Performance-Based Assessment in the Secondary STEM Classroom
Potter, Barry S.; Ernst, Jeremy V.; Glennie, Elizabeth J.
Technology and Engineering Teacher, v76 n6 p18-22 Mar 2017
Educators understand that the current assessment-based standards are not going away anytime soon. Performance based assessments (PBAs) are an effective way of determining the level of student learning that has occurred in a lesson. While some multiple-choice tests tend to only assess the memorization of factual knowledge, PBAs focus on higher-level cognitive abilities that integrate and demonstrate an understanding of multiple subjects (Baker, 1997). Educational psychologists are proponents of PBAs, citing that students learn better in a situation referred to as "constructive cognition," where students actively construct new knowledge. (Mayer, 1996). This article discusses the use of performance-based assessments in a pilot study conducted in four science, technology, engineering, and mathematics (STEM) high schools in North Carolina.
International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: iteea@iteea.org; Web site: https://www.iteea.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina