Sentences with phrase «involved classroom assessment»

With student - involved classroom assessment in place under the four conditions that Stiggins and Chappuis have outlined — and we've blogged about here — teachers and students can effectively close achievement gaps.

Student - involved classroom assessment (3rd ed.).

In our last several blog posts, we've shared three of the four conditions that Stiggins and Chappuis insist must be met to ensure the effective use of student - involved classroom assessment.

Stiggins and Chappuis discuss at length in their article — Using Student - Involved Classroom Assessment to Close Achievement Gaps (PDF)-- the importance of student - involved classroom assessment.

In our last blog post, we highlighted the first of four conditions that must be met to ensure the effective use of student - involved classroom assessment:...

Student - involved classroom assessment, which can be formative or interim in nature, is a powerful tool and one that Stiggins and Chappuis discuss at length in their article — Using Student - Involved Classroom Assessment to Close Achievement Gaps.

Student involved classroom assessment.

Not exact matches

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.

They believe that involving classroom teachers in developing art - infused lessons and assessments will build their confidence and commitment to creative experiences and art appreciation.

STARS is based on high - quality classroom assessments, such as student - involved visual rubrics.

Reception children enjoy taking our assessment — which involves using resources such as counting teddy bears, plastic shapes and picture sequencing cards, reflecting familiar classroom practice.

These formative assessment attributes and classroom practices are connected and form an integrated process involving students and teachers.

Developing assessment for learning in one's classroom involves altering the implicit contract between teacher and students by creating shared responsibility for learning.

This review will continue with a focus on research involving technology integration in literacy with students having mild disabilities (learning disabled, behavior disordered, and mildly intellectually disabled) who are most likely to be included with their peers in the general classroom and who must be included in state - required standardized assessment programs.

Typically this involves expanding the portfolio of state assessments to provide growth data in all grades and subjects or expanding the portfolio of nationally or locally approved assessment tools that can be validly used such as classroom - based assessments, unit tests, end - of - course assessments, student - learning objectives, and portfolios.

However, while video - based self - observation is challenging for many developing teachers, it is also becoming more important, as assessment of both preservice and in - service teachers increasingly involves classroom video evidence (Hannafin, Shepherd, & Polly, 2010).

We have been involved (separately, not jointly) in learning communities organized to address dilemmas around the problems of classroom assessment.

Effective classroom instruction involves research - based approaches and is based on sound, systematic assessments and ongoing monitoring of each child.

Central to the process of using assessment for (and as) learning is the way in which pupils become involved in all learning and assessment processes: the explanations and classroom examples in this book demonstrate why and how to do it.

This book shows teachers how to involve students in the process of classroom assessment.

Donald has been a classroom teacher, is involved in innovative professional development activities, and his work in assessment and word study is used widely.

In summary, an advocacy approach to assessment of children from minority groups involves identifying the pathology that exists in the power relations between dominant and dominated groups in society, in the reflection of these power relations in the interactions of schools and communities, and in the mental and cultural disabling of students from minority groups that takes place in classrooms.

A simplification of the processes involved for classroom risk assessment and before taking children on school trips and engaging in other activities in a child's school life.