LEADER 05359nam 2200649 450 001 9910132216603321 005 20200520144314.0 010 $a1-119-21086-0 010 $a1-118-88929-0 010 $a1-118-88932-0 035 $a(CKB)3710000000114124 035 $a(EBL)1691504 035 $a(SSID)ssj0001236041 035 $a(PQKBManifestationID)11805631 035 $a(PQKBTitleCode)TC0001236041 035 $a(PQKBWorkID)11231613 035 $a(PQKB)11494852 035 $a(Au-PeEL)EBL1691504 035 $a(CaPaEBR)ebr10872471 035 $a(CaONFJC)MIL611517 035 $a(OCoLC)879329920 035 $a(CaSebORM)9781118889299 035 $a(MiAaPQ)EBC1691504 035 $a(PPN)272712809 035 $a(EXLCZ)993710000000114124 100 $a20140529h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBeyond the bubble test $ehow performance assessments support 21st century learning /$fLinda Darling-Hammond, Frank Adamson 205 $aFirst edition. 210 1$aSan Francisco, California :$cJossey-Bass,$d2014. 210 4$dİ2014 215 $a1 online resource (466 p.) 300 $aDescription based upon print version of record. 311 $a1-118-45618-1 320 $aIncludes bibliographical references. 327 $aBeyond the Bubble Test: How Performance Assessments Support 21st Century Learning; Copyright; Contents; Acknowledgments; The Authors; Chapter 1: Introduction: The Rationale and Context for Performance Assessment; The Need for Performance Assessments; The Return of Performance Assessment; The Challenges for New Assessments; The Purpose of This Book; Part 1: Through a Looking Glass: Performance Assessment Past, Present, and Future; Chapter 2: Looking Back: Performance Assessment in an Era of Standards-Based Educational Accountability; Arguments for Performance Assessment 327 $aDefining Performance AssessmentConstructed Response versus Selected Response; Elements of Performance Assessment; Types of Performance Assessments; Classifying Based on Stimulus Materials and Response Options; Classifying Based on Content Knowledge and Process Skills; Classifying Based on Subject Field; Portfolio Assessments; Recent History of Performance Assessment in Large-Scale Testing; The Appeal of Performance Assessment; Vermont Portfolio Assessment Program; Kentucky Instructional Results Information System; Maryland School Performance Assessment Program 327 $aWashington Assessment of Student LearningCalifornia Learning Assessment System; NAEP Higher-Order Thinking Skills Assessment Pilot; Summary; Research Findings; Technical Quality; Impact of Assessment Initiatives; Current Examples of Large-Scale Performance Assessments; Collegiate Learning Assessment; National Assessment of Educational Progress; National Occupational Competency Testing Institute; Performance Assessments of Teachers; Performance Assessment in the Context of Standards-Based Accountability; How Performance Assessments May Be Best Used; The Problem of High Stakes; Recommendations 327 $aChapter 3: Where We Are Now: Lessons Learned and Emerging DirectionsA Context for Considering Performance Assessment; Building on Current State Performance Assessment Models; Connecticut; New Jersey; New York State; Washington; New England Common Assessment Program; Promising and Emerging Assessment Practices; College and Work Readiness Assessment; The College Readiness Performance Assessment System; Ohio Performance Assessment Pilot Project; Lessons Learned from Current and Emerging Performance Assessments; Task Quality; Technical (Measurement) Quality 327 $aA Proposal for New State Systems of AssessmentOn-Demand Component; Curriculum-Embedded Performance Component; A New Approach to Validity; Conclusion; Chapter 4: Reaching Out: International Benchmarks for Performance Assessment; Finland; Sweden; England; Australia; Victoria; Queensland; Singapore; Hong Kong; International Baccalaureate Diploma Program; Conclusion; Part 2: Advances in Performance Assessment: Assessing and Supporting Learning; Chapter 5: Performance Assessment: The State of the Art; Design of Performance Assessments; Goals of Performance Assessments 327 $aCognitive Theories in the Design of Performance Assessments 330 $aEducators are unhappy with the current assessments and their focus on low-level skills like recalling and restating facts rather than higher-order skills such as problem-solving and analyzing and synthesizing information. This book examines performance assessment as an alternative to the current high stakes standardized testing system in theUnites States. A must-have resource for those interested in the current research of performance assessment in the 21st century, this book will help educators accurately assess the benefits and possibilities for adopting performance assessments nation 606 $aEducational tests and measurements$zUnited States 615 0$aEducational tests and measurements 676 $a371.26 700 $aDarling-Hammond$b Linda$f1951-$0469823 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910132216603321 996 $aBeyond the bubble test$91909060 997 $aUNINA