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Author: Anne Davies
Publisher: Solution Tree
ISBN: 9781935543947
Category : Educational tests and measurements
Languages : en
Pages : 0
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Book Description
Leading the Way is designed to help school and system leaders-both professional development- and instructional leadership-focused-to support educators and students in the assessment process. This detailed, practical guide, formerly titled Leading the Way to Making Classroom Assessment Work, describes indicators of successful assessment practice and ways of supporting teachers in the classroom, and provides examples of how leaders have modeled assessment for learning to colleagues and students in their school communities. This book includes ways to: Build the foundation for assessment for learning Begin with the end in mind Describe success and quality Collect reliable and valid evidence of learning Involve learners (students and adults) in assessment for learning Collect, organize, and present evidence Communicate about learning to a range of audiences Evaluate and report to others This book is jammed with examples. It offers a practical approach to the challenges of meeting traditional evaluation standards while assessing learning. The companion book in this Leaders' Series, Transforming Schools and Systems Using Assessments Practical Guide, addresses the challenges faced by educators in the midst of necessary change, and offers suggestions and solutions for implementing the assessment for learning process at all levels-from district to classroom settings. The Leaders' Series complements the bestselling book Making Classroom Assessment Work. Book jacket.
Author: Anne Davies
Publisher: Solution Tree
ISBN: 9781935543947
Category : Educational tests and measurements
Languages : en
Pages : 0
Get Book Here
Book Description
Leading the Way is designed to help school and system leaders-both professional development- and instructional leadership-focused-to support educators and students in the assessment process. This detailed, practical guide, formerly titled Leading the Way to Making Classroom Assessment Work, describes indicators of successful assessment practice and ways of supporting teachers in the classroom, and provides examples of how leaders have modeled assessment for learning to colleagues and students in their school communities. This book includes ways to: Build the foundation for assessment for learning Begin with the end in mind Describe success and quality Collect reliable and valid evidence of learning Involve learners (students and adults) in assessment for learning Collect, organize, and present evidence Communicate about learning to a range of audiences Evaluate and report to others This book is jammed with examples. It offers a practical approach to the challenges of meeting traditional evaluation standards while assessing learning. The companion book in this Leaders' Series, Transforming Schools and Systems Using Assessments Practical Guide, addresses the challenges faced by educators in the midst of necessary change, and offers suggestions and solutions for implementing the assessment for learning process at all levels-from district to classroom settings. The Leaders' Series complements the bestselling book Making Classroom Assessment Work. Book jacket.
Author: Ron Berger
Publisher: John Wiley & Sons
ISBN: 1118655443
Category : Education
Languages : en
Pages : 404
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Book Description
From EL Education comes a proven approach to student assessment Leaders of Their Own Learning offers a new way of thinking about assessment based on the celebrated work of EL Education schools across the country. Student-Engaged Assessment is not a single practice but an approach to teaching and learning that equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them. This requires a set of interrelated strategies and structures and a whole-school culture in which students are given the respect and responsibility to be meaningfully engaged in their own learning. Includes everything teachers and school leaders need to implement a successful Student-Engaged Assessment system in their schools Outlines the practices that will engage students in making academic progress, improve achievement, and involve families and communities in the life of the school Describes each of the book's eight key practices, gives advice on how to begin, and explains what teachers and school leaders need to put into practice in their own classrooms Ron Berger is Chief Program Officer for EL Education and a former public school teacher Leaders of Their Own Learning shows educators how to ignite the capacity of students to take responsibility for their own learning, meet Common Core and state standards, and reach higher levels of achievement. DVD and other supplementary materials are not included as part of the e-book file, but are available for download after purchase.
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: Black, Paul
Publisher: McGraw-Hill Education (UK)
ISBN: 0335212972
Category : Education
Languages : en
Pages : 147
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Book Description
Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. --from publisher description
Author: Douglas B. Reeves
Publisher: Solution Tree Press
ISBN: 1934009849
Category : Education
Languages : en
Pages : 284
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Book Description
This anthology brings the ideas and recommendations of many of the world’s education leaders into one resource that illustrates the many perspectives on effective assessment design and implementation. From involving students in the assessment process to ensuring accuracy and applying assessments to English learners and students with special needs, you will find compelling insights and proven strategies.
Author: Anne Davies
Publisher:
ISBN: 9780986785146
Category : Business & Economics
Languages : en
Pages : 0
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Book Description
Leadership is a continuous work in progress. Leaders must not only move toward success purposely and thoughtfully but also ensure that others are working toward their vision as well. When trying to incorporate system change, leaders will encounter obstacles that may divert their focus from the end goal. Staying on track toward success is difficult in the face of change and, at times, resistance, but assessment for learning provides the foundation and processes that leaders need in order to plan next steps and move from where they are to where they want to be. Using the same steps that enable students to achieve, leaders can employ assessment for learning techniques to plan for, implement, gather feedback about, and collect evidence of change for learning. The goal is organizational learning constant, informed change. Transforming Schools and Systems Using Assessment shows leaders how to engage in system change using the principles of assessment for learning by exploring subjects such as: systemic focus and alignment professional development resistance parents and community quality feedback standards-based reporting Whether the system is a school, a cluster of schools, or an entire district, this book will help leaders put into practice the principles and big ideas of assessment for learning to lead the way to system change at all levels of education.
Author: Margarita Calderón
Publisher: Leading Edge
ISBN: 9781936765362
Category : Education
Languages : en
Pages : 0
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Book Description
Utilizing new research and field studies, this book provides a whole-school approach to helping English learners achieve academically while they learn English. Discover why ELs learn better when language, literacy, and subject matter are integrated, and learn how to prepare all teachers in a school to meet the needs of this growing student population.
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: Jay McTighe
Publisher: Teachers College Press
ISBN: 0807779598
Category : Education
Languages : en
Pages : 113
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Book Description
How can we help teachers use classroom assessments to gather appropriate evidence for all valued learning goals, and to use those assessments not just to measure learning but to promote it? This book provides an answer in a practical, proven, and principled Assessment Planning Framework that moves away from solely multiple-choice tests toward a wide range of approaches to classroom assessment activities, including performance-based assessments. The Framework examines four different types of learning goals, considers various purposes and audiences for assessment information, reviews five categories of classroom assessment methods, and presents options for communicating actionable results. To the authors, the primary purpose of classroom assessment is to inform teaching and learning, rather than simply to assign grades. This concise resource will be a reliable go-to reference for teachers, school leaders, mentors, and coaches in guiding classroom assessment practices and understanding their underlying principles. Book Features: Builds on the classic book Understanding by Design, written by Grant Wiggins and Jay McTighe.Offers a practical, nontechnical presentation appropriate for teacher preparation and busy practitioners (K–16).Explores different purposes for, and methods of, classroom assessment and grading.Addresses assessment of academic standards as well as transdisciplinary outcomes, such as 21st-century skills.Describes the principles and practices underlying standards-based grading.
Author: Shelleyann Scott
Publisher: Springer
ISBN: 331923398X
Category : Education
Languages : en
Pages : 321
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Book Description
This book provides key insights into how educational leaders can successfully navigate the turbulence of political debate surrounding leading student assessment and professionalised practice. Given the highly politicised nature of assessment, it addresses leaders and aspiring leaders who are open to being challenged, willing to explore controversy, and capable of engaging in informed critical discourse. The book presents the macro concepts that these audiences must have to guide optimal assessment policy and practice. Collectively, the chapters highlight important assessment purposes and models, including intended and unintended effects of assessment in a globalised context. The book provides opportunities to explore cultural similarities and particularities. It invites readers to challenge taken-for-granted assumptions about ourselves and colleagues in other settings. The chapters highlight the cultural clashes that may occur when cross-cultural borrowing of assessment strategies, policies, and tools takes place. However, authors also encourage sophisticated critical analyses of potential lessons that may be drawn from other contexts and systems. Readers will encounter challenges from authors to deconstruct their assessment values, beliefs, and preconceptions. Indeed, one purpose of the book is to destabilise certainties about assessment that prevail and to embrace the assessment possibilities that can emerge from cognitive dissonance.
