Assessment lists also enable the teacher to efficiently provide students with information on the strengths and weaknesses of their work.
In creating performance task assessment lists, teachers focus on what students need to know and be able to do.
This process is further simplified as teachers and schools begin to collect and maintain lists of generic tasks and assessments that teachers can adapt for individual lessons.
Teachers find assessment lists a more efficient way of providing feedback to students than traditional methods, thus saving time in the long run.
Teachers find that many activities they are already doing can be shaped into performance-learning tasks.
World War 2 Research Paper - Essay Influential Teacher
Two initial concerns of teachers moving toward performance-based classrooms include the amount of time needed for performance tasks and the subjectivity traditionally associated with teacher assessment and assigning “grades.” The initial move to any new method involves an investment in time.
They are both an integral part of the learning and an opportunity to assess the quality of student performance.
When the goal of teaching and learning is knowing and using, the performance-based classroom emerges.
” These two ways of looking at literacy do not compete; the challenge is to find the right balance between them (Figure 2).
The subject area content can come from already defined curriculums or can be enhanced by the adoption of a set of themes or topics by the department, grade-level team, school, or school system.