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Abstract
Rather than stressful, an assessment should feel like a celebration of learning for students. Performance-based assessments allow students to demonstrate their understanding of one or more standards by accomplishing tasks that are engaging and flexible in how students approach them. In addition to seeing students’ scientific knowledge, teachers get a better sense of their students’ interests and strengths that they bring to each open-ended assignment. Three examples of performance-based assessments are provided, as well as an explanation of the challenges and successes that come with this assessment approach.
SUPPLEMENTAL MATERIALS
KT-asteroid assignment—http://dx.doi.org/10.1080/08872376.2024.2314665
KT-asteroid assignment with built-in scaffolding—http://dx.doi.org/10.1080/08872376.2024.2314665
Student model of KT-asteroid experiment—http://dx.doi.org/10.1080/08872376.2024.2314665
Additional information
Notes on contributors
Katie Coppens
Katie Coppens ([email protected]) is a science teacher at Falmouth Middle School in Falmouth, Maine. She is the author of NSTA’s Creative Writing in Science: Activities That Inspire and various science-themed books for children including The Acadia Files chapter book series, Geology Is a Piece of Cake, and Earth Will Survive, but We May Not. Katie has taught for 22 years in a range of grade levels and school settings, including teaching in Tanzania.