Planning, Implementing, and Assessing an Authentic Performance Task in Middle Grades Classrooms: Student Engagement Often Suffers in the Wake of Teaching to High-Stakes Tests, but This Article Offers an Alternative View of High-Quality Instruction, Accountability, Relevance, and Results

Nicole C. Barnes; Daniel Urbankowski

doi:10.1080/00940771.2014.11461896

Planning, Implementing, and Assessing an Authentic Performance Task in Middle Grades Classrooms: Student Engagement Often Suffers in the Wake of Teaching to High-Stakes Tests, but This Article Offers an Alternative View of High-Quality Instruction, Accountability, Relevance, and Results

Nicole C. Barnes
, Daniel Urbankowski

Educational Foundations

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Original language	English
Pages (from-to)	17-24
Number of pages	8
Journal	Middle School Journal
Volume	45
Issue number	5
DOIs	https://doi.org/10.1080/00940771.2014.11461896
State	Published - 1 May 2014

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10.1080/00940771.2014.11461896

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Barnes, N. C., & Urbankowski, D. (2014). Planning, Implementing, and Assessing an Authentic Performance Task in Middle Grades Classrooms: Student Engagement Often Suffers in the Wake of Teaching to High-Stakes Tests, but This Article Offers an Alternative View of High-Quality Instruction, Accountability, Relevance, and Results. Middle School Journal, 45(5), 17-24. https://doi.org/10.1080/00940771.2014.11461896

Barnes, Nicole C. ; Urbankowski, Daniel. / Planning, Implementing, and Assessing an Authentic Performance Task in Middle Grades Classrooms : Student Engagement Often Suffers in the Wake of Teaching to High-Stakes Tests, but This Article Offers an Alternative View of High-Quality Instruction, Accountability, Relevance, and Results. In: Middle School Journal. 2014 ; Vol. 45, No. 5. pp. 17-24.

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Barnes, NC & Urbankowski, D 2014, 'Planning, Implementing, and Assessing an Authentic Performance Task in Middle Grades Classrooms: Student Engagement Often Suffers in the Wake of Teaching to High-Stakes Tests, but This Article Offers an Alternative View of High-Quality Instruction, Accountability, Relevance, and Results', Middle School Journal, vol. 45, no. 5, pp. 17-24. https://doi.org/10.1080/00940771.2014.11461896

Planning, Implementing, and Assessing an Authentic Performance Task in Middle Grades Classrooms: Student Engagement Often Suffers in the Wake of Teaching to High-Stakes Tests, but This Article Offers an Alternative View of High-Quality Instruction, Accountability, Relevance, and Results. / Barnes, Nicole C.; Urbankowski, Daniel.
In: Middle School Journal, Vol. 45, No. 5, 01.05.2014, p. 17-24.

Research output: Contribution to journal › Article › peer-review

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Barnes NC, Urbankowski D. Planning, Implementing, and Assessing an Authentic Performance Task in Middle Grades Classrooms: Student Engagement Often Suffers in the Wake of Teaching to High-Stakes Tests, but This Article Offers an Alternative View of High-Quality Instruction, Accountability, Relevance, and Results. Middle School Journal. 2014 May 1;45(5):17-24. doi: 10.1080/00940771.2014.11461896

Planning, Implementing, and Assessing an Authentic Performance Task in Middle Grades Classrooms: Student Engagement Often Suffers in the Wake of Teaching to High-Stakes Tests, but This Article Offers an Alternative View of High-Quality Instruction, Accountability, Relevance, and Results

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