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Tables of Contents for Developing Parent & Community Understanding of Performance-Based Assessment
Chapter/Section Title
Page #
Page Count
Meet the Author
v
 
Foreword
vi
 
Preface
xi
 
Introducing Performance-Based Assessment: Changing Times Require Changes in Practice
1
6
Why is Parent Involvement Important?
2
1
What Happens When Major Shifts in Practice Occur?
2
1
How Can We Avoid Problems?
3
1
What Are the Keys to Effective Parent Involvement?
3
2
The Challenge Ahead
5
2
Some Basic Principles
7
24
The Importance of Leadership
7
4
Knowledge
7
2
Enthusiasm
9
1
Persistence
9
1
Back-up Leadership
10
1
The Importance of Consistency
11
1
Where to Begin
11
6
Getting Started
11
3
Setting the Stage for Understanding
14
1
Parent Roles as Instructors
15
1
Experts
15
1
Competent Instructors
16
1
Skilled if Trained
16
1
What Parents and the Community Need to Know
17
7
Selected-Response Assessment Is not Bad in and of Itself; It Is Just not Appropriate for Every Learning Target or for Every Learning Style
17
2
Good Assessment Begins with Good Planning
19
1
Performance-Based Assessment Requires Students to Demonstrate What They Know and Can Do, Rather Than to Select an Answer from a Given Set of Possibilities
20
1
Teaching to the Test has Taken on a New Meaning
21
1
Studying for Performance-Based Assessments Is Different than Studying for Selected-Response Tests
22
1
Parent and Community Involvement Helps
23
1
Getting Your Message Across
24
1
Roadblocks to Success
24
1
Parting Words on Staff Involvement
25
6
Step One: Introducing Performance-Based Assessment
31
16
What to Do
31
4
Parent Roles as Instructors
31
1
Introduce the Idea to as Many People as Possible
32
1
Provide Take-Home Information
33
1
Correct, Calm, and Diffuse
33
2
How to Do It
35
3
Make Information Available
36
1
Provide a Knowledgeable Individual
36
1
Provide Additional Information
37
1
When to Do It
38
9
Step Two: Sharing Knowledge about Performance-Based Assessment
47
20
What to Do
47
4
Parent Roles as Instructors
47
1
Provide More Detailed Information
48
1
Establish a Background for the Change
49
2
Introduce Skills for Helping at Home
51
1
How to Do It
51
10
Parent Handbook
51
4
Group Activity
55
6
When to Do It
61
6
Step Three: Teaching Performance-Based Skills to Parents
67
20
What to Do
67
1
Parent Roles as Instructors
68
1
Provide Guided Instruction
68
1
How to Do It
68
4
Workshops
69
3
When to Do It
72
15
Step Four: Helping Parents Practice Performance-Based Skills
87
8
What to Do
87
3
Parent Roles as Instructors
88
1
Provide Frequent, Relevant Opportunities to Practice
89
1
How to Do It
90
1
Teacher-Developed Activities
90
1
When to Do It
91
4
Maintaining Communication
95
16
Newsletters
95
2
Newspaper Articles
97
6
Other Sources of Widespread Audiences
103
1
Parent Volunteer Programs
103
1
Covering All the Bases
103
8
Parents Who Are Younger than Average
104
1
Parents Who Are Older than Average
105
1
Families of Students in Upper Grades
105
1
Families with Limited English Proficiency
105
1
Parents Who Work Outside the Home
105
1
New Families
106
5
References
111
2
Bibliography
113