../Images/btn_assessment_over.gif Classroom Interactions Attitude Surveys


A. Defining Performance Targets and Tasks
B. Creating a Rubric
C. Building Student Portfolios



  1. Recognize appropriate targets for performance assessment.
  2. Differentiate among the appropriate use of checklists, holistic scales, and ranking scales for rubrics.
  3. Create a rubric using an online rubric-maker.
  4. Describe the contents, purpose, and potential formats of student portfolios.




Part I of Classroom Assessments dealt primarily with assessing students' cognitive abilities.  In Part II, we will look at the psychomotor and affective domains of learning, in addition to cognitive. In particular, this component focuses on performance assessments, classroom interactions, and student dispositions.

Performance assessments are very effective for measuring the process and products involved with student achievement. Also referred to as authentic assessment or alternative assessment, performance assessments involve observing student performances and examining products they have created.

A rubric is one of the best instruments to use for performance assessment. This lesson concentrates on the fundamental elements of rubrics, as well as technology and techniques that are available for creating rubrics. An overview of a popular, closely related construct, portfolio assessments, is also included.



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This course was developed in partnership between the Pinellas School
and the Florida Center for Instructional Technology at USF.
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