Authentic Assessment at the Middle Level

Lines, Christi

doi:10.1080/00940771.1994.11496109

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…Given this content, teachers in heterogeneously grouped middle school classrooms are placed in situations that demand appropriate, but varying degrees of challenge and support for all students. With the use of authentic assessments, students view the learning process as important and linked to skills used in the real world (Lines, 1994). The premise underlying authentic assessment is that teachers create curricular experiences targeting specific performance skills and, as a result, gain richer instructional information about students that is useful for modifying instruction for their varied needs (Darling-Hammond, 1997).…”

Section: Rationale For Differentiated Authentic Assessment In the Midmentioning

confidence: 99%

Development of Authentic Assessments for the Middle School Classroom

Moon

Brighton

Callahan

et al. 2005

Journal of Secondary Gifted Education

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This article discusses the rationale for, and explicates the process used in, developing differentiated authentic assessments for middle school classrooms (many of which contain gifted students) that are aligned with state academic standards. The assessments were developed based on learner-centered psychological principles and revised based on a content validation study involving a panel of 46 experts representing a variety of educational professionals. In addition to the content validation study of the assessments, interrater reliability estimates based on Kappa were calculated using student responses to the assessments in classrooms in two states. Results provide evidence that these types of assessments can provide quantifiable information about student learning, as well as inform the instructional process.

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Section: Rationale For Differentiated Authentic Assessment In the Midmentioning

confidence: 99%

Development of Authentic Assessments for the Middle School Classroom

Moon

Brighton

Callahan

et al. 2005

Journal of Secondary Gifted Education

View full text Add to dashboard Cite

show abstract

“…5 Clearly, learning tasks and assessment procedures should be functionally related to the established objectives. Assessment is (1) a continuous and dynamic process whereby students are helped to learn from their own experiences; (2) multidimensional, using a range of formal and informal measures; (3) collaborative, allowing the teacher to assist learning; and (4) authentic, that is, connected to tasks that have genuine purpose and relate to daily life.…”

Section: Individual Vocal Performance Ratingmentioning

confidence: 99%

Steps toward Effective Assessment

Cope

1996

Music Educators Journal

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“…The outcome of an integrative curriculum requires authentic assessment which uses multiple sources for assessment as well as continuous evaluation (Beane, 1992a;McDonough, 1991;Wraga, 1992). The purposes of evaluation in high school should be to assist students in maintaining progress toward becoming self-directed learners, to communicate with parents in order to assist student progress, and to provide evidence for school evaluation and program planning (Lines, 1994). Essentially, evaluation is a negotiatory process with interactive feedback provided through discussion (Doll, 1993).…”

Section: Evaluation Techniquesmentioning

confidence: 99%

“…Using authentic assessment mdicates making assessment match instructional practices. Attributes of authentic assessment imply it is a continuous and dynamic process of providing feedback to the student and fostering growth, involving multidimensional measures, engaging collaboration between teacher and students, and reflecting instructional objectives (Lines, 1994). Some of the most use&l tools for informal, formative, and summative assessment have been proposed in numerous reports.…”

Section: Evaluation Techniquesmentioning

confidence: 99%

Teaching home economics through literature in Taiwan: perspectives of home economics teachers

Hsu¹

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CHAPTER 1. ESmiODUCTION 1 Background of the Study 2 Significance of the Study 4 Purpose 7 Definitions 7 Format 8 CHAPTER 2. REVIEW OF LITERATURE 9 Curriculum Integration 9 The meaning of curriculum integration 9 The piwpose of curriculum integration 11 Types of curriculum integration 13 The attributes of curriculum integration 17 Curriculum integration in femily and consumer sciences (FCS) 19 Curriculum Development in Family and Consumer Sciences 29 The nature of FCS 29 Modes of rationality in FCS curriculum 33 Integration approaches in FCS The conceptualization of concept The conceptualization of literature Using Literature in Teaching Family and Consumer Sciences The purposes of ui^g literature across curriculum Thematic focus Literature selection Learning activities and experiences Evaluation techniques 56 Resources available 57 CHAPTERS. PROCEDURE 60 Development of the Conceptual Framework 60 Backgroimd of the development 61 Goal of the conceptual fi'amework 62 Rationale for the conceptual fi-amework 63 iii A portrayal of the conceptual framework 66 Development of the Instrument 72 San^le Selection 77 Data Collection 78 Data Analysis 79 CHAPTER 4. RESULTS AND FINDINGS 80 Description of the Sample 80 Professional chMacteristics School characteristics Factor Analysis Teachers'Perspectives Perspectives regarding the example Perspectives regarding the content of home economics Perspectives regarding the criteria for selecting literature Perspectives regarding the purposes 101 Perspectives regarding the possible barriers 103 Beliefe in teaching home economics via literature 103 Information Regarding Literature 105 Summary of the Findings 108 CHAPHER 5. DISCUSSION, CONCLUSIONS, LIMITATIONS, AND RECOMMENDATIONS 112 Discussion 112 The instrument 112 Teachers'perspectives 113 The conceptud framework 119 Conclusions 122 Limitations 125 viii ABSTRACT This study was undertaken to obtain information about teachers' perspectives toward teaching home economics through literature. The four objectives of tliis study were to (a) develop a conceptual framework for using literature to teach home economics; (b) develop an instrument based on the conceptual frameworic; (c) identify Taiwanese junior high school home economics teachers' perspectives toward teaching home economics through literature; and (d) describe information about literature provided by teachers. The conceptual framework proposed in this study was developed to assist students to interact rationally and morally with their environment via the integration of concepts presented in home economics and literature, efferent and aesthetic reading approaches, empirical and hermeneutic sciences, technical and interpretive rationalities, as well as vicarious experiences described m the literature and learners' actual experiences in daily living. The four elements of the conceptual framework surrounding the teacher and the students were identified in terms of the content of home economics, literature, interactive dialogue, and evaluation. The instrument used in the study was ...

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Authentic Assessment at the Middle Level

Cited by 5 publications

References 7 publications

Development of Authentic Assessments for the Middle School Classroom

Development of Authentic Assessments for the Middle School Classroom

Steps toward Effective Assessment

Teaching home economics through literature in Taiwan: perspectives of home economics teachers

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