Finally, as students work with performance assessment, the quality of their work improves, reducing the time teachers must spend assessing and grading student work.
Performance tasks should be interesting to the student and well connected to the important content, process skills, and work habits of the curriculum.
” These two ways of looking at literacy do not compete; the challenge is to find the right balance between them (Figure 2).
The subject area content can come from already defined curriculums or can be enhanced by the adoption of a set of themes or topics by the department, grade-level team, school, or school system.
Higher-order thinking or process skills can come from the various disciplines, such as writing or proofreading from language arts or math computation and problem-solving skills.
Other process skills cut across subject area lines or may be identified as areas of need based on standardized testing (e.g., analogies, categorizing information, drawing inferences, etc.).
Parents can also use assessment lists to monitor their student's work in school and to help their children check their own work at home.
This chapter includes several examples of assessment lists; the first three are lists for assessing student-made graphs.
This process is further simplified as teachers and schools begin to collect and maintain lists of generic tasks and assessments that teachers can adapt for individual lessons.
Teachers find assessment lists a more efficient way of providing feedback to students than traditional methods, thus saving time in the long run.