國立虎尾科技大學 |

Shifting the Nature of Teaching and Learning with Performance Assessment.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Shifting the Nature of Teaching and Learning with Performance Assessment./
Author:	Wilson, Kathryn.
Description:	1 online resource (165 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798426829145

Shifting the Nature of Teaching and Learning with Performance Assessment.
Wilson, Kathryn.

Shifting the Nature of Teaching and Learning with Performance Assessment. - 1 online resource (165 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ed.D.)--Northeastern University, 2022.

Includes bibliographical references

Traditional, standardized instruction and assessment practices are insufficient to promote the development of skills such as critical thinking, creativity, collaboration, and communication, which have been deemed necessary for post-secondary success (Darling-Hammond & Adamson, 2013; Milner, 2018; Rickles et al., 2019). They also serve to magnify inequitable conditions in education (Kearns, 2016). The disconnect between traditional educational practices and the needs of contemporary students led to this action research study exploring the ways in which performance assessment shifts the nature of teaching and learning. Performance assessment is defined as complex activities that require students to apply or transfer understanding of meaningful content to create an original product or solve a problem (Darling-Hammond & Adamson, 2013). Engaging in multiple cycles of qualitative data analysis of semi-structured interviews, observations, artifacts, surveys, and focus group conversations led to findings suggesting that performance assessment is associated with benefits to student learning and educators engaging in student-centered pedagogies. Additionally, the data suggest that achieving those benefits requires certain conditions to exist that provide the time and embedded support necessary for educators to develop deep levels of assessment literacy. Results from the study provide insight into organizational actions that can be taken to promote instruction and assessment practices that will enable all students to achieve post-secondary success.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798426829145Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

21st century skillsIndex Terms--Genre/Form:

554714
Electronic books.

Shifting the Nature of Teaching and Learning with Performance Assessment.
LDR:02938ntm a22003977 4500 001 1145606
005 20240711091727.5
006 m o d
007 cr bn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798426829145
035 $a (MiAaPQ)AAI28967586
035 $a AAI28967586
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Wilson, Kathryn. $3 1470779
245 1 0 $a Shifting the Nature of Teaching and Learning with Performance Assessment.
264 0 $c 2022
300 $a 1 online resource (165 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
500 $a Advisor: Portnoy, Lindsay.
502 $a Thesis (Ed.D.)--Northeastern University, 2022.
504 $a Includes bibliographical references
520 $a Traditional, standardized instruction and assessment practices are insufficient to promote the development of skills such as critical thinking, creativity, collaboration, and communication, which have been deemed necessary for post-secondary success (Darling-Hammond & Adamson, 2013; Milner, 2018; Rickles et al., 2019). They also serve to magnify inequitable conditions in education (Kearns, 2016). The disconnect between traditional educational practices and the needs of contemporary students led to this action research study exploring the ways in which performance assessment shifts the nature of teaching and learning. Performance assessment is defined as complex activities that require students to apply or transfer understanding of meaningful content to create an original product or solve a problem (Darling-Hammond & Adamson, 2013). Engaging in multiple cycles of qualitative data analysis of semi-structured interviews, observations, artifacts, surveys, and focus group conversations led to findings suggesting that performance assessment is associated with benefits to student learning and educators engaging in student-centered pedagogies. Additionally, the data suggest that achieving those benefits requires certain conditions to exist that provide the time and embedded support necessary for educators to develop deep levels of assessment literacy. Results from the study provide insight into organizational actions that can be taken to promote instruction and assessment practices that will enable all students to achieve post-secondary success.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational tests & measurements. $3 1180442
650 4 $a Middle school education. $3 1148691
653 $a 21st century skills
653 $a Assessment literacy
653 $a Deeper learning
653 $a Equity
653 $a Performance assessment
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0288
690 $a 0450
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northeastern University. $b School of Education. $3 1181601
773 0 $t Dissertations Abstracts International $g 83-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28967586 $z click for full text (PQDT)