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Student Handbook of Meadvillle High School, written and edited by The Student Council, revised 1955. It has school history, school board, faculty, courses, rules, extra activities athletics, music, clubs, etc. , requirements, floorplan, time schedule, cheers, songs, everything a student needs to know. Softcover, 99 pages plus index, no publisher given. Szalewicz, Steve S. , Oil Moon Over Pithole A Story of a Phenomenon in an Oil Town. Softcover, 92 pages, illustrated with photos from the Mather Collection, signed by the author. No publisher given, Szalewicz. Tenpas, Margaret L. , Erie From Forest to Port City a childrens history of early Erie. Softcover, 41 pages, some hand drawn illustrations, published by the Erie, Pennsylvania Branch of American Association of University Women, 1976.

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At the state level, Kentucky's performance assessment system is a prime example of a system that includes both types of assessments. Both types of performance assessments task centered and construct centered can vary in terms of two dimensions that have implications for their pedagogical usefulness: 1 the extent to which they are integrated into instruction, and 2 whether or not and how closely they are linked to content and performance standards. These two dimensions integration with instruction and linkages to standards are discussed below. Exhibit 4 9 summarizes the presence and absence of the two dimensions with respect to the performance assessments in our sample. 7 Examples of how these dimensions play out in performance assessments follow. Integration into Instruction. Assessments are differentially integrated into instruction; some are used as an instructional tool as well as an evaluation tool, while others are intended solely for student evaluation and are not integrated into the classroom activities or assignments. Harrison School District 2's Performance Based Curriculum PBC Literacy Assessments are an example of assessments that are well integrated with instruction. The classroom teacher prepares his or her students for the assessment by explaining the goals of the performance assessment task. The teacher also explains how to use the scoring rubric designed specifically to aid the student in completing the task. The teacher may, at the end of the task, ask students to perform peer evaluations of one another's work.