What Every Teacher Needs to Know about Assessment, Wilson, Leslie Walker
Автор: Harpham Michael Название: Progress Plain and Simple ISBN: 0367339668 ISBN-13(EAN): 9780367339661 Издательство: Taylor&Francis Рейтинг: Цена: 20410.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book offers a fresh perspective on teaching, learning and progress in the classroom. Written by an experienced teacher and school leader, Michael Harpham explores the different ways in which progress can be made in the classroom and how it can be more effectively delivered, identified, evidenced, measured and assessed.
Автор: Harpham, Michael Название: Progress Plain and Simple ISBN: 0367339641 ISBN-13(EAN): 9780367339647 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Невозможна поставка. Описание: This book offers a fresh perspective on teaching, learning and progress in the classroom. Written by an experienced teacher and school leader, Michael Harpham explores the different ways in which progress can be made in the classroom and how it can be more effectively delivered, identified, evidenced, measured and assessed.
Автор: Sackstein Starr Название: Assessing with Respect: Everyday Practices That Meet Students` Social and Emotional Needs ISBN: 1416629971 ISBN-13(EAN): 9781416629979 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 29380.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: In this timely and thoughtful call to action, author and educator Starr Sackstein examines the critical intersection between assessment and social and emotional learning (SEL), particularly as it affects students of color and other marginalized groups. The book addresses the five SEL competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL)—self-awareness, self-management, social awareness, relationship skills, and responsible decision making—and explains how teaching students to develop their abilities in these areas can help them improve their learning and assessment experiences.
Sackstein also raises important considerations for educators, urging them to
* Examine their implicit biases to improve their relationships with students. * Deepen their understanding of the impact of grades and assessments on students' self-image and their ability to reach their full potential as learners. * Develop personalized assessment systems that ensure an accurate, fair, and equitable portrayal of what students know and can do.
In addition to presenting the relevant research, Sackstein draws from personal experience and the reflections of students, teachers, and administrators to present a compelling case for approaching assessment through the SEL lens. Educators at all levels who have witnessed the devasting effects that testing can have on students' beliefs in themselves as learners will find Assessing with Respect to be an invaluable guide to ensuring better outcomes—and better emotional health—for all students.
Автор: Murphy-Lang Cynthia Название: Developing the Observing Eye ISBN: 188836596X ISBN-13(EAN): 9781888365962 Издательство: Неизвестно Рейтинг: Цена: 19540.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Guidance and tools to help teachers develop their observation skills, one of the most important parts of teaching.
Автор: Clarence Nixon Название: A Crisis of Competence: How Our Education System Is Failing Kids and What to Do About It ISBN: 1958211125 ISBN-13(EAN): 9781958211120 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 16630.00 T Наличие на складе: Нет в наличии. Описание: Today’ s parents are challenged to accept their role in their children’ s education, as they are charged biblically to teach their children morning, noon, and night. While parents likely cannot and should not teach core subjects, parents must be engaged in their children’ s education, aware of their child’ s progress, and determined to help their child navigate school successfully. Educational leaders too are provided a stark view of where America is and where it is headed should change not occur and are challenged to join in in raising students’ competence through better instruction and by holding our students to higher expectations that will ultimately lead them to success. A Crisis of Competence also outlines the initiative of t.Lab, a Michigan-based international, rigorous, faith-based accelerated learning center, the “ Drive to 25,” that aims to increase African Americans’ average ACT score to 25 by 2025. Because no race or ethnic group currently receives an average score of 25 this initiative is for all. It is designed to help all students rise.
Автор: Popham W Название: Everything School Leaders Need to Know About Assessment ISBN: 141297979X ISBN-13(EAN): 9781412979795 Издательство: Sage Publications Рейтинг: Цена: 33780.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: With plain language and practical examples, Popham covers key understandings for school leaders, including validity, formative assessment, interpreting test results, instructional sensitivity, and more.
Автор: Vijay Reddy, Tia Linda Zuze, Mariette Visser, Lolita Winnaar, Andrea Juan, Cas Prinsloo, Fabian Arends, Shawn Rogers Название: Beyond Benchmarks: What Twenty Years of TIMSS Data Tell Us About South African Education ISBN: 0796924708 ISBN-13(EAN): 9780796924704 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 8310.00 T Наличие на складе: Невозможна поставка. Описание: Provides a measured assessment of what has been achieved in South African education over the last 20 years based on the evidence provided by Trends in International Mathematics and Science Studies, to redefine what "good" progress means in light of South Africa`s developmental pathway.
Название: So What Do They Really Know? ISBN: 1571107304 ISBN-13(EAN): 9781571107305 Издательство: Taylor&Francis Рейтинг: Цена: 28570.00 T Наличие на складе: Нет в наличии.
Автор: Kloosterman Peter, Mohr Doris, Walcott Crystal Название: What Mathematics Do Students Know and How Is That Knowledge Changing? Evidence from the National Assessment of Educational Progress ISBN: 1681232006 ISBN-13(EAN): 9781681232003 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 50820.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high?school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics.Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth?grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.
Assessment, mainly in the form of tests and examinations, plays a critical role in the schooling of Singaporean students. The results are often used to make irrevocable decisions on the students' future education careers.
This book is written with school leaders, teachers, and parents in mind, with the view of helping them to better understand the processes and products of assessment via tests and exams. It is written in simple terms, using minimal technical terms, and introduces school leaders, teachers, and parents to essential concepts and principles of educational measurements which are relevant in the school context in Singapore.
While existing books on educational measurement are academically-oriented and meant for formal training courses, this book makes self-study simple by using practical examples couched in layman's language. In addition, this book uses concrete examples and analogies to make the text reader-friendly.
Автор: Peter Kloosterman, Doris Mohr, Crystal Walcott Название: What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress ISBN: 1681232014 ISBN-13(EAN): 9781681232010 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 94250.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high‐school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics. Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth‐grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.
Автор: Page Keeley, Cary Sneider, Mihir Ravel Название: Uncovering Student Ideas About Engineering and Technology: 32 New Formative Assessment Probes ISBN: 1681403110 ISBN-13(EAN): 9781681403113 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 40650.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Have you been wondering how well your students understand engineering and technology concepts? Have you been wishing for formative assessment tools in both English and Spanish? If so, this is the book for you.
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