sent standards that would apply naturally to determine the quality of performance when it typically occurs; be generalizable--that is, applicable to a class or tasks--not apply to only one task appropriate continuum from low-to high-level achievement; communicate clearly to and be able to understood by all involved in the performance assessment process, including teachers, students, parents and community; hold the promise of communicating information about performance quality that provides a basis for the improvement of that performance. (p. 320) The attributes of quality performance that form the basis of judgment criteria should be couched in the best current thinking about the keys to academic success as defined in the professional literature of the discipline in question. SOUND PERFORMANCE EXERCISES Baron (1993) provides guidance in the development of sound exercises. These spell out the achievement to be demonstrated by the examinee, the conditions under which the demonstrations will take place and the criteria that will serve as the basis for evaluation of performance. In short, they focus the examinee sharply on the task at hand. Baron advises that these questions be used to determine exercise quality: when students prepare for my assessment tasks and I structure my curriculum and pedagogy to enable them to be successful on these tasks, do I feel assured that they will be making progress toward becoming genuine or authentic readers, mathematicians, writers, historians, problem solvers, etc.; do my tasks clearly communicate my standards and expectations to my students; are some of my tasks rich and integrative, requiring students to make connections and forge relationships among various aspects of the curriculum; do some of my tasks require that my students sustain their efforts over a period of time (perhaps even an entire term ) to succeed; do my tasks require self- assessment and reflection on the part of students; are my ta...
