What Happens Between Assessments?

Jay McTighe
Educational Leadership, Vol. 54, No. 4, December 1996 /January 1997, p. 6-13

Working the past six years with hundreds of teachers using performance assessments, the author has seen how the development of assessment tasks and evaluative criteria can influence instruction. Based on this experience, he offers seven principles of performance-based instruction, illustrated by vignettes from classrooms in which these principles are being adapted. The principles are: establish clear performance targets; strive for authenticity in products and performances; publicize criteria and performance standards; provide models of excellence; teach strategies explicitly; user ongoing assessments for feedback and adjustment; and document and celebrate progress.

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Howard J. Bender, Ph.D.
President
The Education Process Improvement Center, Inc.
P.O. Box 186
Riverdale, Maryland 20738
hjbender@epicent.com