To meet the increasing demands for performance-based assessment
in teacher education, collaboration among all stakeholders involved in the process of preparing new teachers is essential.
Teacher evaluation policies and practices range from certification examinations to performance-based assessments
, the latter both for the certification of new teachers and the appraisal of experienced classroom teachers as indicators of effective teaching practice.
At the University of Arizona, Maker, Nielson, and Rogers (1994) developed a performance-based assessment
, designed to identify giftedness among culturally diverse groups, called the DISCOVER assessment.
(PBA) is the deliberate evaluation of classroom experiences that require students to engage in authentic professional work.
prior (often limited) experience with performance-based assessment
As Director of Equity Initiatives for the New Standards Project, he led the design of a performance-based assessment
system to advance curricular and instructional reforms.
A voluntary assessment program designed to develop, recognize and retain accomplished teachers, National Board Certification is achieved through a performance-based assessment
that typically takes one to three years to complete.
presents informal, teacher-friendly, curriculum and performance-based assessment
strategies for measuring achievement, identifying strengths and weaknesses, and monitoring the progress of students with diverse learning needs, along with matching instructional suggestions.
In a constructivist environment, students are prepared and educated to demonstrate their knowledge and learning not through rote recitation of content but by performance-based practices (Dunlap & Grabinger, 1996).
The evaluation is a performance-based assessment
, specifically in the areas of technical performance, contract management and cost control, and is generally provided every six months.
This is a full and detailed book in which continuous performance-based assessment
is introduced, further explained and then depicted in implementation steps and goals.
In addition, accreditation of professional preparation programs has also undergone revision in the past few years and one such accrediting body, the National Council for Accreditation of Teacher Education (NCATE), has encouraged the alignment of performance-based assessment
measures to include the outcomes for public school students taught by an institution's graduates (NCATE, 2001).