Alternative Assessment of At-risk Students in Mathematics PDF Download
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Author: James Anthony Telese
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 358
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Book Description
Author: James Anthony Telese
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 358
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Book Description
Author: Thomas Garner Edwards
Publisher:
ISBN:
Category :
Languages : en
Pages : 352
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Eunju Jung
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 232
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 24
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Book Description
Author: Jonas Cox
Publisher: Routledge
ISBN: 1317922360
Category : Education
Languages : en
Pages : 378
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Book Description
This book is organized around CBUPO, the basic psychological needs of all students: competence, ,belonging, usefulness, potency, and optimism. When teachers and schools focus on meeting these needs, the rate of at-riskness is drastically reduced. This book presents practical strategies and tips to help teachers and administrators help all students become successful learners. The revised edition offers new material on using classroom assessment, complying with standards and high stakes testing, an updated approach to evaluating At-Risk Prevention programs, and alternative strategies for meeting the motivational needs of at-risk youth, from developmental constructivism to mastery learning.
Author: Paul J. Riccomini
Publisher: Corwin Press
ISBN: 1412966353
Category : Education
Languages : en
Pages : 169
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Book Description
Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.
Author: Antione D. Tomlin
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 219
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Book Description
COVID-19 and increased attention to how institutions of higher education (IHEs) serve an increasingly diverse student population have brought conversations about “standard” practices from the margins to the center as faculty explore how to improve learning and student success for all students. Historically, IHEs were built by a privileged class for a privileged class, a system, and structure built on specific epistemologies, practices, and habits of mind and language that replicate privilege and leave many students underserved in their academic pursuits. One way faculty have increased equity in their college classrooms is through the use of alternative assessment (alt-assessment) practices. This volume aims to share the experiences of faculty who have leveraged “non-traditional” grading paradigms for the sake of increasing student learning, a sense of belonging, and equity in their classrooms. Meant to orient faculty who are considering how to implement alt-assessment in their own classes as well as those who are already employing various grading frameworks, this volume will celebrate new and innovative approaches, share lessons learned, and invite a broader coalition of faculty into the stream of conversation about pedagogical innovation. Faculty, educators, and practitioners share their approaches to alternate assessment in this volume, as well as the critiques, lessons, and outcomes associated with their pedagogical decisions. Written by practitioners for practitioners, we hope the book will provide theoretical and practical guidance for alternative assessment practices such as ungrading, contract grading, standards-based grading, and labor-based grading across various disciplines and within different academic contexts.
Author: Therese M. Kuks
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 32
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Book Description
Explores the use of alternative mathematic assessment approaches.
Author: Icylin Leslie Harding
Publisher: Xlibris Corporation
ISBN: 1524525979
Category : Education
Languages : en
Pages : 126
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Book Description
There are increasing demands of accountability for improved student achievement, hence the challenges for governments, school systems, and educators to promote the development of teacher preparation and educational practices that assimilate precise strategies and alternate assessment tools for effective use in the classroom. This research study looks at the level and type of preparation given to teachers prior to the administering of the alternate assessment offered to students with significant cognitive disabilities to indicate students contribution to the schools academic progress or failure. Results of this study provide informative guidelines to all stakeholders in the business of training and preparing teachers to become more knowledgeable and efficient and hence demonstrate positive attitude toward this form of assessment.
