Performance Based Assessment

Performance Based Assessment
topic : Performance Based Assessment
Participants will submit a detailed performance-based assessment on content that you teach during the school year. The performance assessment MUST focus on one central concept and it is essential to include multiple intelligences and accommodations for special needs students. When selecting appropriate accommodations, consider which students will have the greatest challenge with the assignment based on their area of need. In addition, a detailed performance assessment rubric(s) will accompany the assessment that clearly identifies the standard(s) being assessed.

Highlight the skills being learned by the targeted grade level. The inclusion of performance-based learning must be clearly demonstrated by explaining one portion of a lesson (you may choose a warm-up activity or an active learning opportunity which may be individual, small group, or whole group) and meaningful, non-textbook-based homework.

* Rubric for the Individual Performance Assessment:

Inclusion of Performance-Based Learning. Engaging Activity, requires students to demonstrate the performance of a task. (10 points)
Development of a well-planned performance-based assessment. (12 points)
PBAs rubric is detailed and aligned to an identifiable standard. (4 points)

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rubric for Performance Based Assessment

A (4) B (3) C (2) D/F (1/0)
Focus: Purpose Purpose is clear Shows awareness of purpose Shows limited awareness of purpose No awareness
Main idea Clearly presents a There is a main idea Vague sense of a No main idea
main idea and supported throughout main idea, weakly
supports it most of the paper. supported
throughout the throughout the
paper. paper.
Organization: Well-planned and Good overall There is a sense of No sense of
Overall well-thought out. organization, includes organization, organization
Includes title, the main although some of the
introduction, organizational tools. organizational tools
statement of main are used weakly or
idea, transitions and missing
conclusion.
Organization: All paragraphs have Most paragraphs have Some paragraphs Para. lack clear ideas
Paragraphs clear ideas, are clear ideas, are have clear ideas,
supported with supported with some support from
examples and have examples and have examples may be
smooth transitions. transitions. missing and
transitions are weak.
Content Exceptionally well- Well-presented and Content is sound and Content is not sound
presented and argued; ideas are solid; ideas are
argued; ideas are detailed, developed present but not
detailed, well- and supported with particularly
developed, evidence and details, developed or
supported with mostly specific. supported; some
specific evidence & evidence, but
facts, as well as usually of a
examples and generalized nature.
specific details.
Research (if Sources are Sources are well Sources support The paper does not
assignment exceptionally well- integrated and some claims made in use adequate
includes a integrated and they support the paper’s the paper, but might research or if it does,
research support claims claims. There may be not be integrated the sources are not
component) argued in the paper occasional errors, but well within the integrated well.
very effectively. the sources and paper’s argument. They are not cited
Quotations and Works Cited conform There may be a few correctly according
Works Cited to MLA style sheet. errors in MLA to MLA style, nor
conform to MLA style.. listed correctly on
style sheet. the Works Cited
page.
Style: Sentence Sentences are clear Sentences are clear Sentences are Sentences aren’t
structure and varied in but may lack generally clear but clear
pattern, from simple variation; a few may may have awkward
to complex, with be awkward and there structure or unclear
excellent use of may be a few content; there may
punctuation. punctuation errors. be patterns of

 

 
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