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Performance-based Learning System

Performance-based Learning System Catherine E. Rosario EDU 697: Capstone: A Project Approach Dr. Keith Pressey January 17, 2014

Performance-based Learning System Performance-based Learning System Performance-based learning systems are critical for all students in order for them to experience a positive and individualized learning experience. According to Frey and Schmitt (2007), performance-based assessment, formative assessment, and authentic assessment do not have clear cut definitions yet but they have important distinctions made by researchers. However, Performance-based assessment is now commonplace in many classrooms as more teachers become concerned about the authenticity of their assessments and how assessment information can be used as formative feedback to improve teaching and learning (Frey &

Schmitt, 2007). Foreseeing a proposal to the administration of Frank Knight Elementary School, this paper will be proposing the implementation of performance-based assessment as a solution to their reading program which is difficult to monitor regularly. Institutional Setting Seneca Falls School District provides a quality educational opportunity and experiences for all students in a safe and positive environment that promotes academic excellence. Frank Knight Elementary School follows this mission as well as a vision to educate the whole child. Frank Knight Elementary includes grades kindergarten through second grade with a special reading team who help students acquire the skills necessary for learning how to read. Learning Challenge Although there is a specific team devoted to reading readiness at Frank Knight School where these teachers assist reading groups in the classrooms of Frank Knight School, they do not have a solid and reliable assessment tool and evaluation system to monitor the students progress on a regular basis. Performance-based assessment can be crucial as a learning and evaluation tool in order to have a strong and solid learning program that can be easily adjusted per student or

Performance-based Learning System overall. According to Davidson (2008), Authentic achievement is described as intellectual accomplishments that are worthwhile, significant, and meaningful, such as those undertaken by successful adults/ wrote Newmann (1996). For students, we define authentic academic achievement through three criteria critical to significant intellectual accomplishment: construction of knowledge, disciplined inquiry, and the value of achievement beyond school (pp. 23-24). Reading is a life-long skill which needs to be valued by the teacher, the student, and their caregivers at home beyond school. Conclusion Performance-based learning systems are dire for all students so they can experience a positive and individualized learning experience. Teaching when informed by well-structured, authentic assessments feels very different from our typical approach because it takes gaps in and variations of student development as a given, not something to be afraid of or surprised by. Assessing for the gradebook therefore naturally takes a backseat to assessing to improve teaching and learning (Filkins, 2012, p. 53). A proposal is needed to be submitted to the

administration of Frank Knight Elementary School, which will propose the implementation of a performance-based assessment as a solution to their reading program. I chose performance-based because I believe that all the students, teachers, and administrators receive more from a performance based assignment than they do of that from multiple choice test or question and answers where the students can memorize the answers. Also, I did not run into any issues while conducting the changes and implementation of redesign of this assignment.

Performance-based Learning System References Davidson, J. (2008, September). Exhibiting authentic achievement. Principal Leadership, 9(1), 36-41. Retrieved from Research Library (Document ID: 1555016521).

Filkins, S. (2012). Beyond standardized truth: Improving teaching and learning through inquirybased reading assessment. Urbana, IL: NCTE. Retrieved on September 2, 2013 from Frey, B.B., & Schmitt, V.L. (2007). Coming to terms with classroom assessment. Journal of Advanced Academics, 18(3), 402-423. Retrieved from