Sentences with phrase «of classroom assessment»

Keeping these three categories of classroom assessment in mind, let us consider seven specific assessment and grading practices that can enhance teaching and learning.

Since the conception of this testing method, I have researched extensively on the use of classroom assessments as learning tools.

And, most significantly, especially for students, the education community is beginning to balance its reliance on external assessment systems with an understanding of classroom assessment's instructional power.

In conclusion, formative assessments should be a regular component of any classroom assessment routine.

Although the primary purpose of classroom assessments is to inform teaching and learning, data derived from these assessments can be used for accountability purposes.

Linking instructional activities to standards improves the diagnostic properties of classroom assessments.

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

In terms of classroom assessment, it discusses the importance of assessment to support the complex ways that mathematics is understood by students and to promote student learning.

This book takes readers back to the core fundamentals of classroom assessment.

The use of these proven, teacher - friendly tools will unquestionably engage learners while enhancing the quality of classroom assessment practices.

Tools for Thoughtful Assessment contains proven, teacher - friendly tools to engage learners while enhancing the quality of classroom assessment practices.

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.

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.»

The role of classroom assessment in student performance on TIMSS.

Unfortunately, as early as the primary grades, some students begin to lose hope and disengage — a direct result of classroom assessment practices that may be dull, that may miss the targeted needs of the individual learners, that may result in calculated scores without corrective feedback, that may label or track learners by ability, or any other type of activity that destroys hope and neglects to build efficacy.

Discovering the benefits of classroom assessment has the potential to impact learning in remarkable ways.

After conducting a decade of in - school research on the state and status of classroom assessment in U.S. schools, Dr. Stiggins authored a leading and award - winning introductory textbook for teachers on classroom assessment, An Introduction to Classroom Assessment FOR Student Learning, now in its seventh edition with Pearson Education.

Back in the 1980s, my colleague Nancy Conklin and I completed and published (1992) a 10 - year ethnography of classroom assessment practices.

This approach holds the potential to improve access to curricular materials and increase the reliability of classroom assessments.

He is a Michigan State Spartan by heritage (Ph.D. 1972) and has spent his career striving to understand the task demands of classroom assessment.

Nationwide, the backlash to high - stakes assessment has begun to dilute the importance of classroom assessment, district common assessment, and state and national assessment.

He is the author of 20 books, 4 invited book chapters, and 18 refereed journal articles, and he has consulted with numerous schools and districts on the broad topic of classroom assessment, data - driven decision making, and classroom - based action research.

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Effective use of classroom assessment for learning (formative assessment) has a significant, positive impact on what students learn.

Discuss the key features of classroom assessment to which PTP teachers attributed increases in black students» achievement.

There should be at least two administrations of a classroom assessment in order to assess growth, and the goal should be to create assessments with a high degree of what Popham calls «instructional sensitivity.»

Though end - of - grade performance expectations are identified in the CCSS, teachers must also consider how differentiation of classroom assessments can be tailored to support the ongoing development of each student's literacy and numeracy), in order to meet gifted students» unique academic and social - emotional needs.