WorldCat Identities

Center for Performance Assessment (Northwest Regional Educational Laboratory)

Overview
Works: 8 works in 29 publications in 1 language and 450 library holdings
Genres: Bibliographies  Handbooks and manuals 
Classifications: LB3060.82, 379.158
Publication Timeline
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Most widely held works by Center for Performance Assessment (Northwest Regional Educational Laboratory)
A Guide to published tests of writing proficiency( Book )

3 editions published in 1986 in English and held by 70 WorldCat member libraries worldwide

Performance assessment for teacher development by Richard J Stiggins( Book )

4 editions published in 1984 in English and held by 61 WorldCat member libraries worldwide

An investigation was made of current uses of formative and summative teacher evaluation. A review of the literature on teacher evaluation systems revealed that most systems attempted to accomplish two potentially conflicting purposes: to encourage teacher development and improve instructional quality (formative), and to judge teacher effectiveness and acquire evidence of incompetence (summative). An analysis of legal constraints and a series of case studies in local districts, illustrated the fact that collective bargaining agreements have been a major force in the school district's definition and limitation of teacher evaluation procedures. This factor has led to emphasis on summative evaluation, with the result that assessment practices contribute relatively little to the identification of teachers' strengths and weaknesses or skill improvement. Information acquired through summative teacher evaluation is seldom used organizationally to plan staff development activities. A review of the results of the case studies produces a list of barriers to formative teacher evaluation. It is concluded that it is both feasible and advisable to emphasize formative evaluation and develop an environment conducive to its success. A set of guidelines is presented for developing an effective formative evaluation system. (Author/JD)
The use of performance assessment in the classroom by Richard J Stiggins( Book )

4 editions published in 1984 in English and held by 58 WorldCat member libraries worldwide

A study explored the nature and quality of teacher-developed assessment instruments. Teachers (n=228) from a range of grades, subjects, and school districts described patterns of test use, concerns about assessment, and use of performance assessment by completing an extensive questionnaire. The research was conducted to determine: (1) teachers' skills, attitudes, perceptions, and concerns about day-to-day classroom assessment; (2) the extent to which performance tests (versus other forms of assessment) are used in classrooms; (3) the nature of performance tests; and (4) whether (or how) teachers check and/or attempt to improve the quality of their classroom performance assessments. Results suggested that the foundation and structure of classroom assessment consists primarily of teacher-developed assessments, with performance assessment serving as one of the key tools. Five major issues are analyzed and discussed: (1) the use and importance of performance assessment in the classroom; (2) the stability of results across grades, subjects, and research contexts; (3) teachers' concerns about assessment, particularly with respect to improving test quality and use; (4) specific issues of assessment quality, including potential difficulties in classroom performance assessment procedures; and (5) actions needed to overcome some of the assessment problems. (Author/JD)
Resources in performance assessment : speaking & listening assessment( Book )

4 editions published in 1983 in English and held by 56 WorldCat member libraries worldwide

Resources in performance assessment : performance assessment methodology( Book )

4 editions published in 1983 in English and held by 55 WorldCat member libraries worldwide

Architecture as a metaphor for development of culturally adapted minority education programs : final report of the Regional Study Award Project by Thomas W Klein( Book )

4 editions published between 1985 and 1987 in English and held by 55 WorldCat member libraries worldwide

The use of metaphor offers considerable promise within scientific disciplines for encouraging creative thinking, drawing attention to important concepts or principles in a discipline, and developing new methodologies. Ferguson's description of architectural practice as a metaphor for the development of social programs is used to demonstrate these uses of metaphor through a comparison of architecture to the development of culturally adapted minority education programs. Architecture's design process, which seeks to understand context through analysis and to create a form appropriate to that context through synthesis, parallels educational program development. Judging the success of the design process through the analysis of fit between the form and its context, extends the metaphor to program evaluation. Like architecture, educational programs have functional-practical, milieu-creating and symbolic purpose. As in architectural building tasks, minority educational program development must analyze the cultural contexts, seek solutions to a series of functional or psychological needs, view the resulting form as one solution among many, and evaluate the fit. (BS)
A Feeling for the student : an analysis of the art of classroom assessment by Richard J Stiggins( Book )

4 editions published between 1985 and 1987 in English and held by 52 WorldCat member libraries worldwide

Conducted to define in detail the ingredients contributing to an effective classroom assessment environment, this study explored the assessment methods actually used by classroom teachers through case study observations and teacher journals. Chapter 1 provides an overview of the report. Chapter 2 presents the findings of a review of the literature on educational testing, teacher decision making, and the ethnographics of classroom assessment which formed the basis for the research design. (A seven page bibliography is appended to this chapter.) Chapter 3 presents three ethnographic studies (out of the 30 case studies conducted) of 6th grade classrooms in which researchers were participant observers for 20 days. Chapter 4 presents an analysis of assessment journals maintained by 32 elementary and secondary teachers over a 10-week period. Chapter 5 summarizes the findings. It concludes that while the assessment environment is under the direct control of the teacher, there are six sets of factors that constrain teachers in establishing that environment effectively: (1) teacher characteristics; (2)classroom characteristics; (3) school and district policy; (4) instructional materials available; (5) specific school subject characteristics; and (6) the actual assessments used. The specific ingredients of these constraining factors are listed along with the relevant underlying continuum and recommended observation strategies. (BS)
Making standards work : how to implement standards-based assessments in the classroom, school, and district by Douglas B Reeves( Book )

2 editions published between 1997 and 1998 in English and held by 43 WorldCat member libraries worldwide

Making Standards Work leads educators through the steps of creating and using performance assessments to determine students' achievement throughout the school year. Dr. Reeves' straightforward approach to improving student achievement begins with using performance assessments that contain real-world scenarios, multiple tasks, and clear, consistent scoring guides. Thousands of educators have used this book as an essential guide to creating effective standards-based classrooms, schools, and districts
 
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Alternative Names
Northwest Regional Educational Laboratory. Center for Performance Assessment

Languages
English (29)