Sentences with phrase «about classroom assessment»

She has spent more than 20 years studying and writing about classroom assessment practices and has authored a number of ASCD publications, including How to Create and Use Rubrics for Formative Assessment and Grading, How to Give Effective Feedback to Your Students, and How to Design Questions and Tasks to Assess Student Thinking.

This guide provides a framework for thinking about classroom assessment in the middle grades, and challenges the paradigm of standardized tests.

Not exact matches

Summit attendees will learn more about the grant in greater detail; in addition to assessments and action plans, there will be information on stakeholder engagement strategies and staff training for breakfast - in - the - classroom.

Based on this expertise, they are expected to engage in scholarly endeavors, such as consuming and producing research, and are provided tremendous autonomy to make decisions about curriculum, instruction and assessment in their classrooms.

How about 2 terms paid study leave (topics such as leading change, differentiation, assessment literacy, leading relevance in mathematics, inclusive STEM management etc etc) for every 5 years of classroom teaching?

My own document is entitled «Things to Do Better for Next Year» and includes notes about remaking assessments, adjusting my grading categories, and other fixes that will make my next classroom experience better.

When the Board questions the CEO about the knowledge initiatives of the organization, the CEO questions the business heads, and so on and so forth.Key managers can dig deep into learning tools to find out how much learning has been consumed, how many people have attended classroom training, and whether everyone attempted the assessments.

John Hattie's new mindframes for Visible Learning research identifies «Assessment shows me my effect» as a shift in thinking about the value of classroom assessment.

Thinking about the gamified classroom, I want to know where this formative assessment happens.

Available resources include tools and resources that educators can use in ELA classrooms and mathematics classrooms, information about shifts in instruction related to the Common Core, and guidance and tools to help evaluate alignment of instruction, assessment, and materials to CCSS shifts.

ACER Chief Executive Officer, Professor Geoff Masters AO, began by telling the audience of school leaders and classroom practitioners that there's a common way people think about assessment and teaching, and it's problematic.

Popham argues that assessment in the United States has suffered from six crucial, recurring problems: too many curricular targets; the underutilization of classroom assessment; preoccupation with instructional process; the dearth of «affective» assessments, i.e., those focused on attitudes, interests, and values; instructionally insensitive accountability tests; and the reality that educators «know almost nothing about educational assessment.»

With that in mind, here are some of the best resources for understanding how Common Core will shift high school math classrooms, with example videos, articles about assessment and lists of tech tools for educators.

Along with the four tips outlined above, I'm thinking about academic standards, assessment and rubrics, the skills that I want students to use and learn, field trips that might relate to our topic, and experts that I can invite into the classroom.

... and if even this very brief intervention that was delivered online in only about 45 minutes of class time could have this kind of noticeable, significant effect on student's performance, just think how much bigger the effects could be if these ideas were skilfully woven into the curriculum, into classroom practice, into the way assessments happen and so forth.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

While many teachers are excited about the maker movement and may even be creating projects for their classrooms, assessment can be puzzling even to veteran classroom teachers.

As you get ready to head back to school, don't worry about demanding parents or troubled students, over-filled classrooms or under - stocked supply closets, assessment tools that conflict with curriculum goals, or discipline procedures that conflict with common sense.

Teach your students about making positive change in the world by connecting with them, discussing real - world problems and multiple perspectives, creating classroom community, and including authentic assessment.

As a parent, it's critical that you know about alternative types of classroom - based assessments, in addition to traditional tests and the standardized tests mandated by your school district or state department of education.

Teachers were also involved and asked about their preparation and experience, pedagogical practices, use of technology, assessment, assignment of homework, school and classroom climate, and their own attitudes towards reading.

I've been teaching for 15 years, and I've learned a lot about good instruction, classroom management, assessment, project learning, and so on.

In many U.S. classrooms and schools, assessment practices aren't just about improving teaching and learning for individual students.

Read an article about using classroom response systems for interactive assessment and watch a video where a student - reponse system is used in a classroom.

Join this webinar to learn about: • Improving quality of life for students and educators through blended learning • Stretching existing or limited resources and staff • Adding project - based learning and authentic assessments into classrooms • Selecting the right learning management system and online curriculum • Keeping pace with global evolutions in technology and education • Maintaining the human element in face - to - face and online course work

Overwhelmingly, they asked me to write about standardized assessment pressures, flexible seating and classroom design, and relationships.

Aggregate child - level assessment data means the data collected by an agency on the status and progress of the children it serves that have been combined to provide summary information about groups of children enrolled in specific classrooms, centers, home - based or other options, groups or settings, or other groups of children such as dual language learners, or to provide summary information by specific domains of development.

These teachers have opened their classrooms to visitors, to video cameras, to new assessments, to discussion about their practice.

Tripod has become one of the nation's leading provider of classroom - level survey assessments for K - 12 education, delivering valuable insights about teaching practices, student engagement, and school climate.

The researchers identified several barriers to implementation even in the schools that were identified as successful implementors: lack of alignment between classroom instruction and assessment and the MSPAP assessment; insufficient resources such as time and money for professional development; testing logistics; and communication between the state and schools about the rationale and nature of the assessment program.

We trained ourselves as observers to reliably document instruction in the lessons we observed based on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard on an observation form that included two main sections: 1) basic information about the context, details of the lesson, how class time was used, how students were organized for instruction and learning, the kinds of technology used during the lesson, and a description of any positive or negative features in the classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the classroom.

Tomlison explains how DI is rooted in assessment, is essentially about quality of lesson planning, and shows the reader how to create multiple approaches to learning in the classroom.

(June 2016) This report about preschool teacher preparation includes AppleTree Institute's Quality Indicators rubric for classroom quality assessment.

The field of Universal Design for Learning (http://www.cast.org) provides important principles about the design of curriculum, instruction, and assessment to provide learning opportunities for all students, and technology plays a critical role in the implementation of these principles in classrooms.

By adding scales to our classroom practice, we can easily use the formative assessments to provide specific feedback to students about their progression toward the learning goal.

In all four cases, this meant that all the teachers in the school regularly (at least three times throughout the year) administered some sort of common classroom - based assessment tool to all students and shared the information about classroom - level performance with the principal and fellow teachers.

If you liked reading about embedding formative assessment into your classroom practice, be sure to sign up for my monthly newsletter.

When schools begin thinking about including more performance - based assessments in their classrooms, people often wonder, how do I get started?

Learn more about the ASCD Whole Child approach and how it works in relation to school's climate and culture, building and teacher leadership, curriculum and instruction, assessment, classroom strategies, and more with ASCD's PD Online ® course, An Introduction to the Whole Child, currently available free to all educators.

The resources in this channel explain what formative assessment is, why it's important for teachers to use this approach in the classroom, and how to use formative assessments to gather evidence about student learning and use this evidence to adjust teaching.

When implementing a portfolio assessment program in the classroom, it is useful to think about what makes a successful portfolio.

As a classroom teacher with about a million things to consider each day, how can you benefit from the results of these international assessments?

Formative assessment, rephrased for clarity as informative assessment, is classroom activity — from quiz to question, discussion to observation, learning task to student feedback — that informs teachers about their students» learning and their own teaching.

Yet, there are potential limitations, such as insufficient time and resources to effectively implement alternative assessments in all classrooms, leaving room for future research about how teachers can most effectively use oral assessment to identify and close gaps in students» understanding.

It is a framework to support teachers which asks and answers key questions about assessment in the classroom.»

This ASCD Study Guide is designed to enhance your understanding and application of the information contained in What Teachers Really Need to Know About Formative Assessment, an ASCD book by Laura Greenstein published in June 2010 and designed to help teachers use formative assessment in their classrooms and schools.

But to bring about significant improvement in education, standards must be linked to students» learning experiences and to classroom assessments.

Although educators have learned a lot about good formative assessment in individual classrooms, we wondered what might happen if a school took the process schoolwide.

So, while the debate may ensue about the time required and benefits of standardized assessment driven by accountability initiatives, the classroom formative assessment — when applied as intended — can have powerful effects on teaching and learning.

Accreditation agencies (e.g., National Council of Teachers of Mathematics & National Council for Accreditation of Teacher Education, 2005) have begun to ask for data about prospective teachers» abilities to utilize technology in mathematics instruction, and agencies that provide funds to purchase classroom technology often want assessment data on how teachers are using the technology purchased.