Presents personal experiences after receiving under performance criticism at key stage 3. Recommends considering content changes due to changes in the National Curriculum. Discusses ways of making change in the content and applying the new curriculum to education. (YDS)

Examined the effects of classroom-based performance assessment-driven instruction (PA) with 16 teachers randomly assigned to PA and no-Pa conditions. Results show PA-driven instruction can increase teachers' understanding of what PA is and how it might be used to improve mathematics instructional decisions. (SLD)

Encourages the use of authentic tasks and assessment rubrics to round out the assessment of student learning in many college courses. Provides a rationale for these methods and offers several rubrics than can be used in a variety of courses. (EV)

Provides a synthesis of the literature pertaining to the principles and practices of performance measurement, auditing, evaluation, and reporting. Discusses how bringing these elements together in a performance management system can be achieved through refinement of strategic direction, reporting on key measures, and periodic, systematic…

Explores the perceptions of 29 candidates for National Board Certification for Early Adolescent Generalist (National Board for Professional Teaching Standards) of the value of case-based and performance synthesis feedback in a high-stakes assessment of teaching. Teachers learned from both types of feedback, but preferred case-based feedback and…

Presents a focus and process to assist those training clinical supervisors to assess competencies of the supervisor. States that process creates a practical framework that can be adapted for supervision competencies in other fields. Concludes that assessment methodology gives meaning to the support and structure vital at all levels of training…

Reviews studies indicating that performance-approach goals are associated with adaptive patterns of learning but note that, in other studies, these goals have been unrelated or negatively related to the same outcomes. Argues that there is a need to consider for whom and under what circumstances performance goals are good. (Contains 93 references.)…

Synthesizes literature on performance assessment for individual-level, high-stakes tests and the error variance associated with a person x task interaction. Proposes a research agenda based on this literature. (SLD)

Teachers use student performance data to continually evaluate the effectiveness of their teaching and make more informed instructional decisions, which is a practice used in student progress monitoring. The teacher, in order to implement student progress monitoring, determines a student's current performance level, identifies achievement goals…

This research examined the validity of the theoretical model of reading outlined by the Simple View of Reading when measuring reading ability with a performance-based reading test. Participants were 95 fourth-grade, students randomly sampled from four schools in an urban district. The test we studied employed a mixture of traditional…

This paper is a look into an authentic assessment practice for preservice teachers. The class was a teacher education class in Classroom Management that many pre-service teachers take in the education field and in teacher education programs seeking licensure. The instructor chose two exceptional student papers to model what the assignment was…

This article describes the tension between standards-based assessment on a macro level and authentic assessment on a micro level. Content standards arguably supply systematic criteria for quantitative measures to report trends and establish policy. Qualitative measures, such as rubrics, student profiles, and observational records, fill in the gaps…

In this article, I draw several lessons learned about how to assess student, classroom, and teacher effects, with a specific focus on performance-based teacher evaluations. One lesson is that hierarchical linear modeling techniques are helpful in sorting out the magnitude of impacts at these three different levels of the education system. The…

While numerous claims have been made for the pedagogical benefits of eLearning, these claims are rarely subjected to rigorous empirical evaluation. Moreover, there are indications that eLearning is more expensive to deliver than conventional distance teaching. One component of this extra cost arises from the greater time input required of…

Higher education human resource professionals know the importance of performance management and coaching for university employees. However, the standards of performance often are not enforced to those in high-level positions. Neil Strodel and Christopher Novak examine how HR leaders are in a unique position to extend performance coaching to those…