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Author: Vito Perrone
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Education
Languages : en
Pages : 184
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Book Description
Covers student assessment.
Author: Vito Perrone
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Education
Languages : en
Pages : 184
Get Book
Book Description
Covers student assessment.
Author: W. James Popham
Publisher: ASCD
ISBN: 1416626484
Category : Education
Languages : en
Pages : 160
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Book Description
What is assessment literacy? It’s a handful of fundamental understandings about the testing concepts and procedures that influence educational decisions. And it just might be the most cost-effective means of real school improvement. With characteristic humor and aplomb, assessment expert W. James Popham strips away the psychometrician-speak and condenses the complexities of educational testing to six practical and action-oriented understandings about validity, reliability, fairness, score reporting, formative assessment, and affective assessment. This book is for busy educators at the classroom and leadership levels who want • Tests that are worth the valuable time they take to administer. • Tests that accurately measure what student have learned. • Tests that fairly reflect teacher and school effectiveness. • Tests that provide the instructionally useful data that will help students learn faster and better. Assessment Literacy for Educators in a Hurry is the fastest route to acquiring the measurement moxie necessary to understand and advocate for better assessment practices and build a case for stopping ineffective and harmful ones. In just a few hours’ time, you can pick up the knowledge you need to do a whole lot of good—for your students, yourself, and our schools.
Author: Margaret Heritage
Publisher: Corwin
ISBN: 1544394217
Category : Education
Languages : en
Pages : 145
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Book Description
Enrich, grow, and sustain AfL in your classroom. Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. Packed with key AfL ideas and supports, vignettes that illustrate AfL in action, and practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspectives, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.
Author: Diane Hart
Publisher: Addison Wesley Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 136
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Book Description
An innovative guidebook that takes you beyond the usual assessment buzzwords to an understanding of why educators are searching for alternatives to standard assessment procedures.
Author: Stephen A. Goodman
Publisher: American Foundation for the Blind
ISBN: 9780891288695
Category : Education
Languages : en
Pages : 460
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Book Description
Collaborative Assessment is designed to help all professionals who work with visually impaired students understand the impact of visual impairment on assessing students' learning potential. Written by the expert assessment team at the California School for the Blind, this book focuses on evaluating students in a variety of areas, including psychology, speech and language, orientation and mobility, and technology, and provides a framework for developing a cooperative, interactive team of professionals from a variety of disciplines to achieve accurate evaluation of the needs and strengths of students. School psychologists, speech and language pathologists, administrators, teachers, and parents will find this book invaluable. Includes helpful forms and checklists and annotated lists of assessments in each area.
Author: Peggy L. Maki
Publisher: Taylor & Francis
ISBN: 1000977919
Category : Education
Languages : en
Pages : 198
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Book Description
This book challenges institutions and their programs to prioritize the use of chronological assessment results to benefit enrolled students in comparison with the more common practice of prolonged assessment cycles that generally benefit future students. Peggy Maki advocates for real-time assessment processes to identify patterns of underperformance and obstacles that require timely interventions for enrolled students to succeed. In tandem with the sets of educational practices and policies that many institutions have now undertaken to close achievement and graduation rates across our diverse student demographics, such as developing clear degree pathways, she calls on all higher education providers – if they are to remain relevant and meet their social purpose in our complex world – to urgently recalibrate their assessment processes to focus on currently enrolled students’ progress towards achieving a high-quality degree, regardless of when they matriculate or re-enter higher education. She demonstrates that we already have sufficient examples and evidence to implement real-time assessment of students as they progress through their studies. She draws on the practices of specialized accredited programs, such as those in the professions that assess in real time; on the experiences of institutions that have adopted competency-based education; and on the affordances of technologies that now provide faculty and students with up-to-the-minute diagnostics. She identifies the six principles necessary to implement a real-time assessment process, illustrated by case studies of how campuses have operationalized them to advance students’ equitable progress towards achieving a high-quality degree; and demonstrates the benefits of real-time assessment compared to more future-oriented processes, among which is engaging students in reflecting on their own progress along their degree pathways.She advocates for the use of well documented national outcomes-based frameworks such as Liberal Education and America’s Promise (LEAP), its aligned Valid Assessment of Learning in Undergraduate Education scoring rubrics ( VALUE), the Degree Qualifications Profile, and discipline-based outcomes assessments to ensure high-quality degrees that meet well-defined standards and criteria. She also identifies how data systems and technological developments help to monitor closely and respond in time to students’ patterns of underperformance.The book is an urgent call for higher education to achieve the values of equity, transparency and quality it espouses; and ensure that all students graduate in a timely fashion with the competencies they need to be active and productive citizens.
Author: Todd Stanley
Publisher: Routledge
ISBN: 1317930169
Category : Education
Languages : en
Pages : 172
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Book Description
Develop your students' critical thinking skills and prepare them to perform competitively in the classroom, on state tests, and beyond. In this book, Moore and Stanley show you how to effectively instruct your students to think on higher levels, and how to assess their progress. As states implement the Common Core State Standards, teachers have been called upon to provide higher levels of rigor in their classrooms. Moore and Stanley demonstrate critical thinking as a key approach to accomplishing this goal. They explore the benefits of critical thinking and provide the tools you need to develop and monitor critical thinking skills in the classroom. Topics include: The Difference Between Higher-Level and Lower-Level Thinking Writing Higher-Level Thinking Questions Assessing Critical Thinking Strategies to Develop Higher-Level Thinking Skills
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309293227
Category : Education
Languages : en
Pages : 383
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Book Description
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Author: Ellen Weber
Publisher: Allyn & Bacon
ISBN: 9780205282715
Category : Educational tests and measurements
Languages : en
Pages : 0
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Book Description
The book is divided into three parts: Collaborative Assessment Practices; Authentic Assessment Practices; and Expanded Assessment Activities.
Author: Addison Greenwood
Publisher: National Center for Education Statistics
ISBN:
Category : Education
Languages : en
Pages : 332
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Book Description
This report presents the primary papers given at a 1992 workshop to identify specific higher order thinking and communication skills and to develop appropriate indicators of collegiate outcomes as suggested by Goal 5.5 of the National Education Goals formulated in 1990. This goal addressed improvement in college graduates' ability to "think critically, communicate effectively, and solve problems." Part 1 presents the five papers upon which the working groups built their discussions. These papers are: (1) "Skills for Citizenship" (Suzanne W. Morse); (2) "A National Assessment of Critical Thinking Skills in Adults: Taking Steps Toward the Goal" (Diane F. Halpern); (3) "Assessing Thinking: A Framework for Measuring Critical Thinking and Problem Solving Skills at the College Level" (David Perkins et al.); (4) "Assessing Speaking and Listening: Preliminary Considerations for a National Assessment" (John A. Daly); and (5) "No Guru, No Method, No Teacher: The Communication Domain and the NACSL (National Assessment of College Student Learning)" by Stephen P. Witte. Part 2 includes group summary reports, reviewers' comments, a listing of speaking and listening skills, and additional information on an ongoing Delphi study at Pennsylvania State University. Part 3 presents comments by participants on the conference products and results of a survey of all participants. Consensus on "next steps" included recommending further development of the taxonomy of skills, abilities, and competencies. (The five papers contain references.) (DB)
