Literaturnachweis - Detailanzeige
| Autor/inn/en | Best, Jane; Winslow, Emily |
|---|---|
| Institution | McREL International |
| Titel | Curriculum-Embedded Performance Assessments (CEPAs): Policy Considerations for Meaningful Accountability |
| Quelle | (2015), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Performance Based Assessment; Accountability; Educational Policy; Formative Evaluation; Summative Evaluation; Evidence; Educational Practices; Curriculum Based Assessment; Instructional Improvement; Progress Monitoring; Capacity Building; Educational Cooperation; Case Studies; Performance Factors; Change Strategies; Elementary Secondary Education; Maryland; Nebraska; New Hampshire; Ohio |
| Abstract | Educational assessments provide data that give policymakers a "snapshot" of how students are performing and serve as a means of holding teachers, schools, and districts accountable. Many contend, however, that assessments could do more to promote deeper learning in K-12 environments. One interesting possibility is the use of Curriculum-Embedded Performance Assessments (CEPAs). CEPAs are instructional units designed to promote subject matter learning and the acquisition of skill sets while providing data that can be used for both summative and formative purposes. The ultimate goal of CEPAs is to maintain consistency between what is taught, assessed, and how teachers are prepared. This brief provides policymakers an overview of CEPAs, gives examples of successful CEPA application at the classroom, school, district, and state levels, and suggests ways that CEPAs can improve policy-driven outcomes. Questions to consider and recommendations for policymakers are included. (ERIC). |
| Anmerkungen | McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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