NCJ Number
194863
Journal
Journal of Correctional Education Volume: 53 Issue: 1 Dated: March 2002 Pages: 9-12
Date Published
2002
Length
4 pages
Annotation
This study describes and seeks to understand the impact of implementing performance assessment on secondary students in facilities designed for adjudicated youth using a case study design.
Abstract
A social studies teacher and math teacher evaluated academic understanding of content standards through performance assessment. Twenty male students ages 12 to 18 participated in the study. Data were collected from observational notes and from semi-structured, open-ended interviews with students and faculty. All students received a passing grade on their performance assessment and student perceptions were positive. Elements in the performance assessment that led to student success and satisfaction included addressing different learning styles with non-linguistic activities, setting small goals, and individualizing assignments. Because of the collaborative nature of performance assessment, the article suggests that integrating social skills training into the content areas would be beneficial. The article concludes that, when implemented correctly, performance assessment was an enjoyable experience for students, who were motivated by it, and believed they had an easier time retaining the information. When executed poorly, it frustrated students, who made few academic gains, and there were more discipline problems than with traditional class activities. References