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formance and quality of your ear, and yourprese ration

features. If you have queStions about these instructions

quality, let me know.

explaining its design

or the standards of

In this way

sound exe cises

frame clear and specific problems

in a comprehensive

discussion

of the active

ingredients tsof

to solve

sound

performance

assessment exercises Baron (1991) of ers us clear and thougllt provoking guidance

I quot e and paraphxase below at length from her work because of the richness of her advice. Baron urges that we ask important questions about the nature of the

assessment:

if a group of curriculum

experts in my field and a group of educated

citizens

in my community were to use my assessment tasks as an indicator of my edu cational values, would I be pleased with their conclusions? And would they?

(p. 307)

When students prepare for my assessment tasks and i structure my curriculum

and pedagogy to enable them to be successful on these tasks, do I feel assured

that

they will be making prog1ess toward becoming genuine or authentic read-

ers,

mathematicians, Write1s, historians, problem solvers, etc?" (p. 308)

Do my tasks clearly communicate my standards and expectations to my Stu-

dents?" (P 308)

Is performance assessmentthebestmethodto use given what I want my stu~

dents to know

and

be able

to do?

Are some of my tasks rich and integrative, requiring students to make connec~ tions and forge relationships among various aspects of the curriculum? (p. 310)

Are my tasks structured to encourage studentsto accesstheir prior knowledge

and skills when solving problems? (p. 310)

Do some tasks

plex problems.

" require students to work together in small groups to solve com- (p. 311)

Do some of my tasks require that my studentssustain their efforts over a period

of time (perhaps even an entire term!) to succeed?

Q

Do some tasksoffer studentsa

tion to

degree

of freedom to choose the course of ac-

design and entry out the investigations they will taketo solvethe prob

lem

Do my tasks require self-assessmentand reflection on the part of students?" (p

312)

Are my tasks likely to have personal meaning and value to my students? (p.

313)

Are they sufficiently challenging for the students?" (p. 313)

Do some of my tasks provide problems

and arethey appropriate for the

that are situated in real-world contexts

agegroup solving them?" (p. 314)

Theseguidelines defmethe an of developing sound performance exercises.