Knowledge-driven economy for the organization's quality management sustainability: A performance-based assessment

2019 ◽  
Vol 17 (12) ◽  
pp. 2378-2386
Author(s):  
N.V. Zlobina ◽  
◽  
O.S. Artamonova ◽  
A.Yu. Karganova ◽  
◽  
...  
Keyword(s):  
Quality Management ◽  
Performance Based Assessment ◽  
A Performance

Assessing Experience

2016 ◽  
pp. 1229-1248
Author(s):  
Erik Jon Byker
Keyword(s):  
Theoretical Model ◽  
Experiential Learning ◽  
Teacher Candidates ◽  
Skill Development ◽  
Effective Teacher ◽  
Experiential Learning Theory ◽  
Professional Dispositions ◽  
Performance Based Assessment ◽  
Kolb's Experiential Learning Theory ◽  
A Performance

Performance-based assessments are more than just skill development. They are part of evaluating relevant experiences that lead to the maturation of professional dispositions. A goal of performance-based assessment is that as learners—such as teacher candidates—meet the challenges of a performance-based assessment they become deeply cognizant and metacognitive of the level of commitment it takes to be an effective teacher. This chapter argues that at its core performance-based assessment is experiential learning. The chapter reports and compares the findings from two case studies in order to develop a theoretical model for a performance-based assessment of experiential learning. The model, called the Performance-Based Assessment Cycle, weds David Kolb's Experiential Learning Theory with features of performance-based assessment. The Performance-Based Assessment Cycle is centered on the development of evaluating relevant experiences through a process of doing, concluding, connecting, and renewing.

A Performance-Based Assessment for Limiting Reactants

2011 ◽  
Vol 88 (9) ◽  
pp. 1243-1246 ◽  
Author(s):  
Joi Phelps Walker ◽  
Victor Sampson ◽  
Carol O. Zimmerman ◽  
Jonathon A. Grooms
Keyword(s):  
Performance Based Assessment ◽  
A Performance

THE OPIN PROCEDURE: A PERFORMANCE‐BASED ASSESSMENT OF READER‐AUTHOR PROXIMITY

1994 ◽  
Vol 10 (3) ◽  
pp. 209-225 ◽  
Author(s):  
Peter R. Denner ◽  
Robert S. Pehrsson
Keyword(s):  
Performance Based Assessment ◽  
A Performance

Assessing Experience

2016 ◽  
pp. 261-280 ◽  
Author(s):  
Erik Jon Byker
Keyword(s):  
Theoretical Model ◽  
Experiential Learning ◽  
Teacher Candidates ◽  
Skill Development ◽  
Effective Teacher ◽  
Experiential Learning Theory ◽  
Professional Dispositions ◽  
Performance Based Assessment ◽  
Kolb's Experiential Learning Theory ◽  
A Performance

Performance-based assessments are more than just skill development. They are part of evaluating relevant experiences that lead to the maturation of professional dispositions. A goal of performance-based assessment is that as learners—such as teacher candidates—meet the challenges of a performance-based assessment they become deeply cognizant and metacognitive of the level of commitment it takes to be an effective teacher. This chapter argues that at its core performance-based assessment is experiential learning. The chapter reports and compares the findings from two case studies in order to develop a theoretical model for a performance-based assessment of experiential learning. The model, called the Performance-Based Assessment Cycle, weds David Kolb's Experiential Learning Theory with features of performance-based assessment. The Performance-Based Assessment Cycle is centered on the development of evaluating relevant experiences through a process of doing, concluding, connecting, and renewing.

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