Ahead of the Curve

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.

Ahead of the Curve

Author: Douglas B. Reeves

Publisher: Solution Tree Press

ISBN: 1934009849

Page: 144

View: 448

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.

The Power of Assessment for Learning

It features: Key AfL ideas, approaches, and supports Vignettes of classroom practice that illustrate AfL in action in the U.K. and U.S. Practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s ...

The Power of Assessment for Learning

Author: Margaret Heritage

Publisher: Corwin Press

ISBN: 1544394160

Page: 144

View: 206

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.

Assessment for Learning

“This is a surprising and welcome book… a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching ...

Assessment for Learning

Author: Paul Black

Publisher: McGraw-Hill Education (UK)

ISBN: 0335224296

Page: 152

View: 465

“This is a surprising and welcome book… a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching.” TES The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students’ test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom. 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. This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools.

Seven Strategies of Assessment for Learning

Features new to this edition include the addition of: Research information about the links between assessment and student motivation; A stronger focus on the diagnostic power of assessment items and tasks; Explanation of the characteristics ...

Seven Strategies of Assessment for Learning

Author: Jan Chappuis

Publisher: Prentice Hall

ISBN: 9780133366440

Page: 321

View: 996

In Seven Strategies of Assessment Learning, author Jan Chappuis gives K to 12 classroom teachers an incisive look at seven practical strategies structured around three essential questions--Where am I going? Where am I now? and How can I close the gap? Complete with research-based recommendations about assessment practices for improving student achievement, the book is sequenced to help teachers easily weave formative assessment practices into daily teaching and assessment activities at all levels. After introducing the strategies and the research base for formative assessment practices, the remaining chapters explain each strategy in detail, provide a research-based rationale for using the strategy, describe how the strategy can be applied in contexts ranging from kindergarten through high school in a range of subject areas, and offer instructions for carrying out core procedures and suggestions for adaptations. The new features new, more recent research, extended examples of the strategies, and improved features that make the text easier to use for collaborative learning. The Enhanced Pearson eText features embedded video, Discussion Questions, Reflection Journal, and Defining Assessments. This title is also available as a loose-leaf packaged with the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a loose-leaf version, use ISBN 013405895X. Invigorate learning with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded video, Discussion Questions, Reflection Journal, and Defining Assessments. The Enhanced Pearson eText is also available without a print version of the textbook. Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy. Students, register for or purchase your eText at pearsonhighered.com/etextbooks. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.

Designing Assessment for Quality Learning

This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels.

Designing Assessment for Quality Learning

Author: Claire Wyatt-Smith

Publisher: Springer Science & Business Media

ISBN: 9400759029

Page: 398

View: 179

This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment – remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education.

Assessment as Learning

Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts.

Assessment as Learning

Author: Zi Yan

Publisher:

ISBN: 9780367509972

Page: 280

View: 770

Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts. This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes). Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for researchers in Education.

Realizing The Power Of Professional Learning

Developing an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school.

Realizing The Power Of Professional Learning

Author: Timperley, Helen

Publisher: McGraw-Hill Education (UK)

ISBN: 0335244041

Page: 196

View: 325

Developing an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school.

Assessment for Learning Within and Beyond the Classroom

These conference proceedings focus on “Assessment for Learning: Within and Beyond the Classroom” in recognition of the power of assessment for learning as a way of boosting student performance.

Assessment for Learning Within and Beyond the Classroom

Author: Siew Fun Tang

Publisher: Springer

ISBN: 9789811092817

Page: 446

View: 690

These conference proceedings focus on “Assessment for Learning: Within and Beyond the Classroom” in recognition of the power of assessment for learning as a way of boosting student performance. They explore the breadth, depth and quality of the best models and practices, strategies, lessons learnt and discuss cases of successful implementation of assessment within the classroom and beyond, including the virtual space. They also provide fertile ground for stimulating and comparing responsive assessment approaches and practices in relatively new areas of assessment such as graduate capability assessment in view of the need for educational institutions to evidence graduate employability.

Differentiated Assessment

A comprehensive assessment system for working with underperforming students This book describes a comprehensive assessment system especially appropriate for multilingual and "differentiated" classrooms with large numbers of underperforming ...

Differentiated Assessment

Author: Evangeline Harris Stefanakis

Publisher: John Wiley & Sons

ISBN: 9780470909638

Page: 192

View: 304

A comprehensive assessment system for working with underperforming students This book describes a comprehensive assessment system especially appropriate for multilingual and "differentiated" classrooms with large numbers of underperforming students. Drawing from Multiple Intelligences theory, the approach is specifically aimed at helping teachers understand how each student learns and how best to tailor instruction to serve individual students' needs. Although the program makes use of conventional standardized tests and disability screenings, it places special importance on two approaches in particular: Student Portfolio Assessments and Personalized Learning Profiles. Provides detailed guidance and practical tools (including a DVD) for implementing successful portfolio and "profile" practices in the classroom Includes real-world examples of model assessment programs from five schools Explains how to integrate assessment into the instructional process as well as how the portfolio program can be used Formal profiles provide vital information about each student's cultural background, interests, strengths, and capabilities as well as their individual learning and language needs.

The Power of Video Studies in Investigating Teaching and Learning in the Classroom

Section I focuses on the power of video to describe the dynamics of teaching and learning in the classroom. It presents various video studies conducted in the past fifteen years that aimed to describe the practices of teaching.

The Power of Video Studies in Investigating Teaching and Learning in the Classroom

Author: Janík Tomáš

Publisher: BoD – Books on Demand

ISBN: 3830922086

Page: 284

View: 222

Video study is a complex methodological approach, which enables the employing of various strategies, methods or techniques for generating, collecting and analysing video data, i.e. audiovisual data grounded in rich situational contexts. Section I focuses on the power of video to describe the dynamics of teaching and learning in the classroom. It presents various video studies conducted in the past fifteen years that aimed to describe the practices of teaching. Section II focuses on the use of video in investigating the effects of teaching on student learning. The chapters present approaches that build on video studies in order to link data about classroom processes with data about learning outcomes. The chapters in section III discuss possibilities offered by the use of video in professional development of teachers.

Assessment Feedback and Reporting 1st Edition

This new title, Assessment, Feedback and Reporting: A Guide to Increasing Student Learning provides students with the necessary strategies and skills to achieve this standard of professional practice using the following key features: - ...

Assessment  Feedback and Reporting  1st Edition

Author: Linda Cranley

Publisher: Cengage AU

ISBN: 0170441032

Page: 272

View: 900

Assessment, feedback and reporting are important standards for teachers' professional practice, and are high on political and professional agendas. In order for current pre-service teachers to graduate they must display evidence of achieving AITSL Standard 5: Assess, provide feedback and report on student learning. This new title, Assessment, Feedback and Reporting: A Guide to Increasing Student Learning provides students with the necessary strategies and skills to achieve this standard of professional practice using the following key features: - Authentic practical strategies for assessment and reporting with suggested classroom activities and assessment examples, and vignettes of real-world situations - Guidelines on how to achieve AITSL standard 5 requirements with activities that build a portfolio of evidence of professional practice in both the text and instructor resources - Connecting with the local community, illustrating how to deal with reporting to parents which is a challenging prospect for pre-service teachers Referencing both the Early Years Learning Framework and the Australian Professional Standards for Teachers, Assessment, Feedback and Reporting is an indispensable resource for pre-service teachers of all teaching levels – from early childhood education and care, through primary and secondary.

The Teacher as Assessment Leader

Packed with practical strategies from expert practitioners for designing, analyzing, and using assessments, this book shows how to turn best practices into usable solutions.

The Teacher as Assessment Leader

Author: Thomas R. Gusky

Publisher: Solution Tree Press

ISBN: 1935542400

Page: 288

View: 782

Discover how to improve student learning through the power of effective assessment, and realize your power to transform education from inside the classroom. Meaningful examples, expert research, and real-life experiences illustrate the capacity and responsibility every educator has to ignite positive change. Packed with practical strategies from expert practitioners for designing, analyzing, and using assessments, this book shows how to turn best practices into usable solutions.

Learning Assessment Techniques

This book provides exactly what we need to move forward on that agenda." —Dee Fink, author of Creating Significant Learning Experiences

Learning Assessment Techniques

Author: Elizabeth F. Barkley

Publisher: John Wiley & Sons

ISBN: 1119050898

Page: 480

View: 209

50 Techniques for Engaging Students and Assessing Learning in College Courses Do you want to: Know what and how well your students are learning? Promote active learning in ways that readily integrate assessment? Gather information that can help make grading more systematic and streamlined? Efficiently collect solid learning outcomes data for institutional assessment? Provide evidence of your teaching effectiveness for promotion and tenure review? Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities. Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references—all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle. College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment.

Power of Diversity

'The Power of Diversity' is written to help people to discover their preferred way of learning and, in turn, to help them and their children succeed at school.

Power of Diversity

Author: Barbara Prashnig

Publisher: A&C Black

ISBN: 9781855391185

Page: 336

View: 878

'The Power of Diversity' is written to help people to discover their preferred way of learning and, in turn, to help them and their children succeed at school.

Formative Assessment in Practice

Filled with conceptual insights and compelling examples, this is a handbook of the powerful pedagogy our teachers need and our students deserve. If you care about teaching that fosters a learning culture, read this book.

Formative Assessment in Practice

Author: Margaret Heritage

Publisher:

ISBN: 9781612505527

Page: 164

View: 893

Margaret Heritage presents a practical guide to formative assessment as a process of "inquiry and action" essential to twenty-first century learning. In the wake of the development of the Common Core standards and the effort to develop the appropriate assessments to accompany them, formative assessment has attracted increasing attention from policy makers and practitioners alike. Yet this powerful and promising approach is often applied in ways that fail to capture its potential for improving student learning. In her book, Margaret Heritage presents a practical guide to formative assessment as a process of "inquiry and action" essential to twenty-first century learning. Heritage's approach is distinctive in that it is grounded in a "children's rights" framework--that is, the belief that assessment should be in the best interest of all students, that students should be involved in the decisions that ensue from assessment use, and that opportunities to learn, progress, and succeed will be available to all children equally. Accordingly, she addresses the students' own role in learning about themselves as learners and examines the classroom as a community of practice. The book also includes chapters on learning progressions and the policy contexts that support formative assessment. Skillfully interweaving theory and practice, this book promises to be an invaluable resource for teachers, teacher educators, and those interested in the academic and policy aspects of assessment.

Formative Assessment in Practice

If you care about teaching that fosters a learning culture, read this book.” — Robert Linquanti, project director, EL Evaluation and Accountability Support, and senior research associate, WestEd Margaret Heritage is assistant director ...

Formative Assessment in Practice

Author: Margaret Heritage

Publisher: Harvard Education Press

ISBN: 1612505538

Page: 176

View: 695

Margaret Heritage presents a practical guide to formative assessment as a process of “inquiry and action” essential to twenty-first century learning. In the wake of the development of the Common Core standards and the effort to develop the appropriate assessments to accompany them, formative assessment has attracted increasing attention from policy makers and practitioners alike. Yet this powerful and promising approach is often applied in ways that fail to capture its potential for improving student learning. In her book, Margaret Heritage presents a practical guide to formative assessment as a process of “inquiry and action” essential to twenty-first century learning. Heritage’s approach is distinctive in that it is grounded in a “children’s rights” framework—that is, the belief that assessment should be in the best interest of all students, that students should be involved in the decisions that ensue from assessment use, and that opportunities to learn, progress, and succeed will be available to all children equally. Accordingly, she addresses the students’ own role in learning about themselves as learners and examines the classroom as a community of practice. The book also includes chapters on learning progressions and the policy contexts that support formative assessment. Skillfully interweaving theory and practice, this book promises to be an invaluable resource for teachers, teacher educators, and those interested in the academic and policy aspects of assessment.