Sentences with phrase «on classroom assessment»

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 and How to Assess Higher - Order Thinking Skills in Your Classroom.

, Sage handbook of research on classroom assessment (pp. 215 — 232).

SAGE Handbook of RESEARCH ON CLASSROOM ASSESSMENT.

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.

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.

, Handbook of research on classroom assessment (pp. 55 - 68).

The staff believed students were doing well, based on their classroom assessment results.

Why we need research on classroom assessment.

For example, planners may decide that student learning in all subject areas could be improved by having teachers offer more specific and more prescriptive feedback to students on classroom assessments.

Mastery of knowledge or of a skill should be evaluated based on all of the available evidence, including performance on classroom assessments, assignments, and classroom observations.

By collaboratively analyzing student work, teachers discover the relationship between their instruction and student performance on classroom assessments and other samples of student work.

Why is it that many students don't do well on classroom assessments yet find a way to do well on their driver's license exams, their summer job certification exams, etc?

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.

Depending on the method used, the assessment can be formal or informal, but in most cases, your child won't notice anything different going on as they are usually conducted in the course of classroom activities.

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.

While many educators embraced Common Core when it was first introduced, they've since demanded that the state hold off on implementing the new student assessments based on Common Core and the APPR plan until the rigorous curriculum is properly implemented inside the classroom.

Attendees will learn how to recognize the signs and symptoms of sports concussions; the importance of proper sideline, baseline and post-injury assessment; how to navigate specific treatment options; and how to get back on the field and in the classroom in good health.

There is already over-testing in our classrooms - a greater emphasis on testing, in my opinion, will not yield an accurate or fair assessment of our educators» or children's abilities.

Critics of U.S. schools» heavy emphasis on testing charge that the high - stakes assessments inflict anxiety on students and teachers, turning classrooms into test - preparation factories instead of laboratories of genuine, meaningful learning.

In a SYTT program, you will definitely be working on deepening your practice through course work, classroom time, and individual assessment of your self and with your mentor instructors.

My bandwagon collection included books on mastery learning, portfolio assessment, cooperative classroom structures, technology integration, backward design, multimedia projects, personal learning paths, authentic task development and, most recently, differentiated instruction and integrated curriculum.

Jennifer is a passionate advocate of self - directed learning, inquiry, and authentic assessments, and she believes the key to transforming education is to sharpen the focus on student voice and choice in the classroom.

Almost three decades later, during her last years in the classroom, math instruction had become a team effort, with her school's math instructors meeting often to discuss topics, sharing lesson plans, and developing common assessments to make sure everyone was on the same page.

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.

He consults regularly with teachers, schools, school districts, and ministries of education on issues of teaching and learning, thinking classrooms, assessment, and numeracy.

Their assessments of their classroom environments were generally dead - on.

Last month, the Institute of Play released a 160 - page whitepaper on successfully designing and implementing video games as classroom assessment tools.

Included: Resources for getting your feet on the ground, lesson planning tips, assessment ideas, time and behavior management resources, classroom freebies, technology information, humor, and much more!

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.

Students receive a lot of useful quantitative feedback in our modern classrooms: from benchmark assessments to reading levels, progression on schoolwide rubrics to formal standardized testing.

Commenting on low stakes assessment, Jane Jones said: «The clues that teachers pick up in the classroom should inform how the teaching then moves on.

Teacher Terri Husted offers advice from her own experience on such topics as classroom management, making connections, homework, assessments, and clarity.

Its system of identifying low - performing teacher - preparation programs considers: the accreditation status of the teacher education unit; passing rates on teacher - certification exams; and results from the state's performance assessments of classroom teachers.

This report recommends further research to investigate the question of whether the certification process itself makes teachers more effective — as they become familiar with the standards and complete the assessment — or if high - quality teachers are attracted to the certification process, as well as to determine whether NBPTS certification is having broader effects on the educational system beyond individual classrooms.

At Feaster - Edison, benchmark assessments are administered on laptop computers wheeled into each classroom on a cart and connected wirelessly to Feaster - Edison's main system, making results available immediately to teachers and administrators.

This is key with eLearning if your students are completing the assessments online, because without these reports it might be hard for you to get the proper level of visibility on how your students are getting on, unlike classroom - based sessions where the tutors will be issuing the assessments themselves.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

It's growing increasingly common for schools to use formative assessments, classroom measures designed to steer day - to - day instruction based on what students have learned.

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

• At day's end, there are just three ways of awarding «credit» for work done in (or out) of school (and conferring diplomas or equivalency certificates based on that credit): «seat time» as traditionally measured in Carnegie units; the judgment of classroom teachers; or «demonstrated mastery» based on credible external assessments.

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.»

A Maryland school district's curriculum and classroom assessments represent what teachers need to help students reach ambitious academic goals and succeed on state tests, concludes a report issued by a group pushing for greater student achievement.

... 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.

In her role as Principal for the program, Simpson supported mentors and interns in the implementation of project - based assessments, facilitated planning meetings between mentor and intern teachers, and made daily observations in classrooms and provided feedback and support based on those observations to both mentors and interns.

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.

Studies also identify the impact technology can have and is having on both classroom and large - scale assessments.

The term «student growth» was further defined to mean the change in student achievement as measured on statewide assessments and other measures that were «rigorous and comparable across classrooms.»

Kids are always having to write, analyze, explain their views, produce data, analyze data on a regular basis — both in the classroom and on the assessments.»

She longs for an assessment that relies on more than just written problems, that could capture the more diverse skills visible in her classroom and valued in the workplace, such as artistic talent, computer savvy, and the know - how to diagnose and fix problems with mechanical devices.

One simple illustration is the absence, in many programs, of any substantive work on assessment and accountability and of helping administrators learn how, in Marc Tucker's words, to «recognize the elements of sound standards - based classroom organization and practice.»