From clarifying intentions to engineering classroom discussions, these strategies define
everyday assessment for learning.
Not exact matches
John DeLuca, PhD, VP of Research & Training chairs Workshop 6: Cognitive Rehabilitation in MS. Dr. DeLuca discusses
assessment of cognitive problems and introduces common evidence - based techniques
for improving cognitive functioning in persons with MS. Nancy Chiaravalloti, PhD, director of Neuropsychology & Neuroscience Research, presents two recent double - blind, placebo - controlled, randomized control trials of behavioral interventions designed to specifically improve
learning and memory in persons with MS. Yael Goverover, PhD, OT, focuses on techniques to improve
learning and memory, with a specific emphasis on improving
everyday functional activity.
What's more, this could allow
assessments to become far shorter and more seamless with
everyday learning, which would eliminate the large periods of time dedicated
for testing in the school year that take away from
learning and create undue stress.
Download this case study to
learn how Putnam County Schools uses Naiku
for benchmark and
everyday classroom
assessments.
The fundamental forms of science
assessment that result in
learning addressed by the
assessment component include the following student outcomes: (a) identifying, constructing, or distinguishing between of examples illustrating the presence or absence of a concept in
everyday scenarios, (b) predicting or describing how to produce a specific outcome in
everyday scenarios, based upon knowledge of concept relationship (s), and (c) explaining plausible reasons
for an occurrence based upon prior knowledge of relevant concept relationships (i.e., abductive reasoning).
«From applying the latest research to
everyday teaching practices to using
assessment techniques
for each of a child's languages, and using the curriculum to foster
learning,
One Child, Two Languages is a powerful tool.»