At Naiku, our comprehensive next generation assessment platform was designed
for effective classroom assessment.
Not exact matches
Our 2013 - 14 «Webinar Wednesdays» series has begun, and our new topic will be presented on Wednesday, October 16, 2013; join us
for «Sustainable Breakfast - in - the -
Classroom Programs Start with
Effective Assessments» at 2:00 p.m. EST
for a 75 minute webinar that will help you understand the
assessment process, which provides the framework
for the development of a district breakfast - in - the -
classroom (BIC) action plan.
Online
assessment, the use of Web - based quizzes and activities
for classroom testing, recently has become an
effective teaching tool in today's K - 12
classroom.
Such systems, if organized around direct
assessments of teacher and
classroom quality, based on strong and valid metrics and tied to new or existing incentive systems, could be a cost -
effective means of producing real change
for teachers and children.
Our foundation workshop, Principles and Practical Tools
for Improving
Classroom Assessment, presents an introduction to the general principles of
effective assessment and a collection of
classroom - ready tools
for putting these principles into practice.
He outlines item writing guidelines, methods
for assessing student knowledge beyond multiple choice, and offers guidance with specific examples to create
effective everyday
classroom assessment using a variety of question item types
The new FIT Teaching ™ tool kit comprises resources
for creating a positive and productive school and
classroom culture, establishing a purposeful
classroom, employing gradual release of responsibility strategies to provide multiple pathways to learning, and designing and implementing
effective formative and summative
assessment tools.
Knowledge of how children and young people develop and learn, the principles of
effective pedagogy both within their own subject area and more generally, the implications of cognitive science
for classroom practice, and the features of good
assessment also form part of a Chartered Teacher's core knowledge base.
She is the author or coauthor of several books and many articles on
classroom assessment, including ASCD's How to Give
Effective Feedback to Your Students, How to Assess Higher - Order Thinking Skills in Your
Classroom, and How to Create and Use Rubrics
for Formative
Assessment and Grading.
Bring DNA Mathematics experts to your school or district
for a deep dive into relevant mathematics content,
effective pedagogical actions, appropriate
classroom norms, meaningful
assessment, and collaborative teacher team efforts.
Effective use of
classroom assessment for learning (formative
assessment) has a significant, positive impact on what students learn.
As a result of the extensive work that Dylan Wiliam has done with teachers and administrators over the past decade on
classroom formative
assessment, he suggests that five key components are essential
for effective professional development:
The availability of positive behavioral intervention and support systems that result in positive school and
classroom climates and high levels of school safety; students with
effective interpersonal, problem - solving, and conflict resolution skills; and staff with the skills to complete functional
assessments and implement strategic and intensive interventions
for students with pivotal social - emotional / behavioral needs.
These conditions are most articulated at the
classroom assessment level, through the use of clear curriculum maps
for each standard, accurate
assessment results,
effective feedback, and results that point student and teacher clearly to next steps.
A school - based teacher preparation program in which a prospective teacher,
for not less than one academic year, teaches alongside an
effective teacher, as determined by the state or local educational agency, who is the teacher of record
for the
classroom, receives concurrent instruction during the year, through courses that may be taught by local educational agency personnel or by faculty of the teacher preparation program; and in the teaching of the content area in which the teacher will become certified or licensed; and acquires
effective teaching skills, as demonstrated through completion of a residency program, or other measure determined by the state, which may include a teacher performance
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.
Additionally, students at Arizona State must prove
classroom mastery through a series of performance - based
assessments developed by the National Institute
for Excellence in Teaching, or NIET.44 During these
assessments, a mentor teacher observes and records a teacher candidate; both the mentor teacher and the teacher candidate then use the video and student work to analyze the lesson together.45 The partnership between the university, participating schools, and the nonprofit NIET has created the opportunity to integrate
effective teaching practices into practicum and coursework.46
The current draft criteria
for Race to the Top proclaims that states must be able to use student performance data from their respective state
assessments, crosswalking it back to the
classroom to determine which teachers have been
effective (and which have not).
For example, high scores on classroom observations rubrics and content knowledge assessments should be correlated with high value - added scores, so the overall evaluation system provides a valid and reliable tool for measuring effective teachi
For example, high scores on
classroom observations rubrics and content knowledge
assessments should be correlated with high value - added scores, so the overall evaluation system provides a valid and reliable tool
for measuring effective teachi
for measuring
effective teaching.
She has trained thousands of staff, teachers, and administrators in the United States and abroad, in the areas of inclusive schooling that include: linking
assessment to
classroom intervention, strategies and tactics
for effective instruction, curriculum adaptation
for students with mild to severe disabilities, and collaborative teaching.
Learn how to look
for evidence of the link between
assessment and
effective classroom instruction.
Designed to be a key component of
effective blended learning, Tutorials are enabling teachers to effectively prepare students
for high - stakes
assessments, deliver targeted remediation and intervention, and enhance
classroom instruction.
They also plan to review and discuss readiness
for online
assessments, although the primary focus is on the availability and
effective integration of technology in
classroom instruction.
At the same time, the district is investing in professional development to retain
effective school and
classroom leaders and paying
for assessments so existing teachers can be licensed in needed subject areas.
Most
classrooms today are mixed - ability environments; by helping teachers to differentiate instruction and providing formative
assessments for the collection of real - time feedback to inform teaching, blended learning is giving educators an
effective and efficient way to get every student on track.
A fresh, comprehensive, and invaluable book which offers case studies of successful schoolwide writing programs that improve student performance, and gives examples of
effective assignments,
assessments, and research - proven
classroom strategies
for improving writing.
It allows minimally
effective and ineffective teachers, who are not being held at least 50 percent accountable
for student growth and
assessment data, to stay in
classrooms.
And as Park Hill continues to seek new ways to more efficiently manage talent — whether by enhancing applicant screening using data - based
assessments, designing more
effective professional development, or ensuring the most qualified substitute teachers are placed in
classrooms — TalentEd will continue to deliver the support and services they need to meet their mission: «Through the expertise of a motivated staff... [to] provide a meaningful education in a safe, caring environment to prepare each student
for success in life.»
He outlines item writing guidelines, methods
for assessing student knowledge beyond multiple choice, and offers guidance with specific examples to create
effective everyday
classroom assessment using a variety of question item types Download... Read More
Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology
For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (19
For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance
Assessments (1995) E504: Developing
Effective Programs
for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (19
for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education
for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (19
for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education
Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)
Math Tutor ABC SCHOOL, De Soto, MO (6/2008 to Present) • Comprehend each students» individual needs
for understanding complex mathematical concepts • Thoroughly go through existing mathematics curriculum and create supportive lesson plans • Implement lesson plans to groups of students by concentrating on their individual abilities • Assist students in understanding how technology can be used to effectively utilize campus resources • Promote a
classroom environment that is safe and conducive to learning and instruction • Develop instructional materials to help students understand the concepts of mathematics easily • Conduct ongoing
assessments to determine students» adaptability to
classroom environments • Encourage parental involvement in students» education and ensure that appropriate and
effective communication is maintained with parents • Assess curriculum suitability and make changes to the mathematics curriculum to suit the individual needs of students • Assist students in understanding concepts and handling class assignments • Plan, create and administer tests and ensure that they are graded according to the grade sheets provided by the school • Create and maintain records of students in a confidential manner
• Track record of providing instructional support within special and general education
classrooms as required to meet the students» needs • Skilled in student evaluation and need
assessment • Substantial knowledge of and ability to cater
for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting
classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers •
Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs
Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in
for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly
effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs
effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning,
classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives
for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all
classroom and lesson planning related activities • Committed to delivery of highest standards of
classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids
for special needs students
SELECTED ACCOMPLISHMENTS • Elevated students» class participation level by 60 % through
effective counseling and implementation of student motivational strategies • Conducted the annual student's day
for grade 4 successfully in the absence of the teacher • Identified a special needs child with multiple learning disabilities and referred him
for further
assessment and support timely • Earned the best
classroom assistant award thrice
Women and Families Center (Meriden, CT) 5/2003 — 7/2004 Sexual Assault Crisis Counselor & Internship • Developed curriculum
for autistic pilot program while supervising the implementation of camp activities and overseeing the proper placement of children within program activities • Hired, trained, and monitored support staff to ensure proper adherence to teaching techniques • Managed camp budget, including trip expenditures, to ensure successful cost - benefit relationship • Communicated effectively with parents and other interested parties regarding student behavior / progress Safe Haven of Waterbury (Waterbury, CT) 9/2001 — 7/2004 Family Violence Victim Advocate • Utilized a complex variety of instructional and
assessment strategies while effectively implementing behavior - change interventions at both the individual and student level • Developed and integrated media and other technological aides to improve
classroom experience • Facilitated and fostered constructive communication with parents and other interested parties • Created an
effective and constructive «curriculum writing project»
The purpose of this study was to examine the impact of both functional behavior
assessment - based interventions and targeted
classroom interventions
for reducing problem behaviors of children with emotional / behavioral disorders (EBD) in special education
classrooms.Specifically, this study was interested in how interventions based on changes in
classroom routines and instructional behaviors compared with interventions based on functional behavior
assessment.Results demonstrated the effectiveness of incorporating
effective classroom practices in reducing problem behaviors in special education
classrooms for students with EBD.
In response to educator demand
for a more
effective way to integrate the essential components of high - quality
classroom practice, MyTeachingStrategies ™ is an online platform that provides a single entry point
for educators to streamline workflow by linking high quality curriculum, formative
assessment, professional development and family engagement in a seamless, interconnected way to better support daily instructional practice.
A Las Vegas school credits its success to ongoing
assessment for growth, literacy interventions, high expectations, parent involvement, and
effective classroom management.