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Author: Mark Pearcy
The importance of social studies assessment is beyond question. The National Council of the Social Studies’ C3 Framework recognizes the importance of high?quality assessments—its major objective, a “deep understanding of the sociocultural world,” has as its underpinning the idea that students must be able to investigate the world, and that teachers much be able to assess their understanding of it. However, there is a comparative dearth of research that focuses on effective social studies assessment, particularly with regard to the impact of teacher practice on the development of best practices. Such research is vital to moving social studies away from an emphasis on testing and more towards using assessment as a means of educating our students. In Best Practices of Social Studies Assessment, we focus on an essential question: what is an "effective" assessment? Helping teachers develop practical, creative, curriculum?appropriate strategies is essential, especially in an era in which teachers are faced with the dilemma of creating inquiry?based assessments in the midst of preexisting regimes of standardized summative assessments. In this volume, research conducted between university professors and working teachers is described, focusing on innovative assessment practices. These practices include role?playing activities depicting historical events; Socratic seminars revolving around public policy issues; collaborative student projects on a wide range of social inquiries, including the implementation of UN programs; and the promotion of critical thinking and writing skills, on subjects as diverse as school violence and the impact of imperialism. These adaptive assessments highlight the essential role of the teacher in creating assessments that blend higher?order critical thinking, complex content knowledge, and an understanding of their own students. The strategies described in this volume focus on the ability of expert educators to “[acknowledge] the structures, power, and consequences of high?stakes testing regimes while simultaneously designing and sustaining classroom assessment methods that embody the social?participatory nature of learning and reflect research on effective practice” (p. 289). The volume also describes the shared characteristics of the teachers who created these assessments, especially their emphasis on self?reflection and student autonomy, as well as their professional willingness to take on challenges associated with performance?based assessments, even in the face of institutional pressures and external demands.
Methods, Assessment, and Classroom Management
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Author: Bruce E. Larson
Instructional Strategies for Middle and High School Social Studies: Methods, Assessment, and Classroom Management is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies. Writing explicitly for pre-service social studies teachers, veteran teacher educator Bruce E. Larson offers detailed descriptions of a range of instructional strategies, along with guidelines for deciding how and when to use each. Part I offers the foundations for teaching and learning in a social studies classroom, and explores contextual, theoretical, and policy factors that all teachers need to consider before entering the classroom. Part II delivers a range of comprehensive strategies for providing instruction that is appropriate for particular lessons, student abilities, and classroom environments. The practical strategies in Part II build upon the learning theories described in Part I, positioning Instructional Strategies for Middle and High School Social Studies to be the go-to, all-inclusive teacher’s guide to the social studies classroom. New to this Edition A list of goals before each chapter presents an overview of the chapter’s content focus, and provides an outline for the chapter review. Extensively revised Part I (chapters 1–4) provides an updated review of national standards developed for teaching history, geography, civics, and economics. In-depth applications of the Common Core State Standards for the social studies are also explored. New "Reality Check" feature provides directions for integrating field-based experiences into the chapters, and contextualizes the ideas in the book for a classroom setting. Each chapter in Part II (chapters 5–11) has been expanded to include a section labeled "Enhancing Student Learning with Technology," offering websites, links, and other resources for integrating recent technologies into the classroom. Chapters 5–11 include a new "Making Your Lesson More Meaningful for ELLs" feature, which provides ideas—based on current research and theories about learning language—for engaging ELLs, specific for each instructional strategy. Expanded discussion of the "Understanding by Design" model equips teachers to design learning experiences that promote student understanding by intentionally designing what happens in the classroom, and developing authentic formative assessments of student learning.
Summary of a Workshop
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Author: National Research Council,Division on Engineering and Physical Sciences,Laboratory Assessments Board
Publisher: National Academies Press
Category: Technology & Engineering
The National Institute of Standards and Technology (NIST)--recognizing that information and insights gained through continual examination of practices for organizational assessment are useful for decision makers at organizations across the deferral, industrial, academic, and national laboratory sectors-recently requested that the National Research Council (NRC) organize a panel to review best practices in assessment of research and development (R&D) organizations. In response, the NRC established the Panel for Review of Best Practices in Assessment of Research and Development Organizations. The panel was charged to consider means of assessing the following in a manner that satisfies the requirements of NIST to perform effective assessments but also identifies assessment methods that can be applied selectively to other R&D organizations. These methods include: technical merit and quality of the science and engineering work, the adequacy of the resources available to support high-quality work, the effectiveness of the agency's delivery of the services and products required to fulfill its goals, the degree to which the agency's current and planned R&D portfolio supports its mission, as well as the agency's flexibility to respond to changing economic, political, social and technological contexts. As one means of data gathering, among others that the panel is performing toward development of a final report of its findings, the panel organized a planning committee for a workshop on best practices in assessment of R&D organizations. Best Practices in Assessment of Research and Development Organizations: Summary of a Workshop reviews the workshop conducted at the Keck Center of the National Academies in Washington, D.C., on March 19, 2012.
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Author: Lee A. Wilkinson
Publisher: Jessica Kingsley Publishers
*Winner in the Education/Academic category of the 2011 Next Generation Indie Book Awards* *Shortlisted for the 2011 NASEN Award 'The Special Needs Academic Book'* With a focus on best practice and the importance of early diagnosis, this book provides a practical and scientifically-based approach to the assessment and diagnosis of Asperger Syndrome and autism spectrum conditions. This book offers a balance of conceptual, practical and empirical information designed to bridge the research-to-practice gap in identifying, assessing, and treating school-aged children with autism-related conditions. Assessment tools and intervention strategies will support school-based professionals in: · identifying and assessing young people with high-functioning autism spectrum conditions · developing and implementing classroom-based intervention programs · initiating a dialogue between parents and teachers · accessing community resources · promoting special needs advocacy. With illustrative case studies, FAQs, quick reference boxes, and a glossary, this accessible guide will appeal to teachers, counsellors, psychologists, social work practitioners and students.
Effective Curriculum, Instruction, and Assessment (Priorities in Practice series)
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Author: Kathy Checkley
In today's climate of accountability and high-stakes testing, many U.S. schools are choosing to focus on the three Rs to the exclusion of other subjects, including social studies. Yet it is more crucial than ever for schools to foster the qualities that will enable students to actively participate in a democratic and global society. The Essentials of Social Studies, Grades K-8 takes a look at how innovative educators are helping students to hone these skills. Readers of this book will learn more about *The challenges that elementary and middle school teachers face in keeping social studies in the curriculum. * How to align social studies lessons with curriculum standards. * Strategies to infuse social studies instruction with passion and purpose. * Ways to promote students' deep understanding of social studies content. * Why lessons and assessments should give students opportunities to solve problems, work on projects, and engage in simulations. * How social studies can prepare students for a lifetime of active civic involvement. * Professional development that will help teachers bring the social studies curriculum to life in the classroom. The future of the United States in no small part depends on how well social studies teachers prepare students to assume their responsibilities as citizens. The Essentials of Social Studies, Grades K-8 will help teachers rise to this considerable challenge.
Views from the Field
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Author: Jeff Passe,Paul G. Fitchett
Category: Social Science
A team of researchers from 35 states across the country developed a survey designed to create a snapshot of social studies teaching and learning in the United States. With over 12,000 responses, it is the largest survey of social studies teachers in over three decades. We asked teachers about their curricular goals, their methods of instruction, their use of technology, and the way they address the needs of English language learners and students with disabilities. We gathered demographic data too, along with inquiries about the teachers' training, their professional development experiences, and even whether they serve as coaches. The enormous data set from this project was analyzed by multiple research teams, each with its own chapter. This volume would be a valuable resource for any professor, doctoral student, or Master’s student examining the field of social studies education. It is hard to imagine a research study, topical article, or professional development session concerning social studies that would not quote findings from this book about the current status of social studies. With chapters on such key issues as the teaching of history, how teachers address religion, social studies teachers’ use of technology, and how teachers adapt their instruction for students with disabilities or for English language learners, the book’s content will immediately be relevant and useful.
Exploring Best Practices and Innovations: Summary of Two Workshops
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Author: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Best Practices for State Assessment Systems: Improving Assessment While Revisiting Standards
Publisher: National Academies Press
Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years, and have used the results for many purposes. They have tried minimum competency testing; portfolios; multiple-choice items, brief and extended constructed-response items; and more. They have contended with concerns about student privacy, test content, and equity--and they have responded to calls for tests to answer many kinds of questions about public education and literacy, international comparisons, accountability, and even property values. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. States are now considering whether to adopt the "common core" academic standards, and are also competing for federal dollars from the Department of Education's Race to the Top initiative. Both of these activities are intended to help make educational standards clearer and more concise and to set higher standards for students. As standards come under new scrutiny, so, too, do the assessments that measure their results. This book summarizes two workshops convened to collect information and perspectives on assessment in order to help state officials and others as they review current assessment practices and consider improvements.
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Author: Gavin T. L. Brown,Lois R. Harris
The Handbook of Human and Social Conditions in Assessment is the first book to explore assessment issues and opportunities occurring due to the real world of human, cultural, historical, and societal influences upon assessment practices, policies, and statistical modeling. With chapters written by experts in the field, this book engages with numerous forms of assessment: from classroom-level formative assessment practices to national accountability and international comparative testing practices all of which are significantly influenced by social and cultural conditions. A unique and timely contribution to the field of Educational Psychology, the Handbook of Human and Social Conditions in Assessment is written for researchers, educators, and policy makers interested in how social and human complexity affect assessment at all levels of learning. Organized into four sections, this volume examines assessment in relation to teachers, students, classroom conditions, and cultural factors. Each section is comprised of a series of chapters, followed by a discussant chapter that synthesizes key ideas and offers directions for future research. Taken together, the chapters in this volume demonstrate that teachers, test creators, and policy makers must account for the human and social conditions that shape assessment if they are to implement successful assessment practices which accomplish their intended outcomes.
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Author: Robert E. Slavin
Publisher: Corwin Press
Evidence-based best practices that improve classroom environments and assessment techniques! If your goal is a smoother-running, participatory classroom and improved student achievement, you’ll find essential best practices in this new resource. Robert Slavin, Professor and Chairman of the Success for All Foundation, has gathered insights and findings from more than 25 leading education researchers, presented in succinct chapters focused on key aspects of teaching and classroom management practice. Readers will find: Strategies for assessment that address use of formative approaches, adaptation for differentiation and the Common Core, and more Proven techniques for classroom management, including immediate positive steps that teachers can take User-friendly content supported by quick-read charts and graphs
Pioneering Approaches to Assessment in Higher Education
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Author: Catherine A. Palomba,Trudy W. Banta
Publisher: Stylus Publishing, LLC.
How do accreditors encourage attention to the assessment of student learning? How do faculty on the campuses respond to these actions by accreditors? What can we learn from the accredited disciplines about defining learning outcomes, promoting thoughtful campus planning for assessment, and improving student competence? Specialized accrediting bodies stand at the forefront of the assessment movement in higher education and exert important influences on program and institutional assessment and improvement. The academic programs these bodies approve are frequently among the first on a campus to consider ways to assess student competence. This book focuses on their approaches to assessment. The book opens with two foundation chapters. The first examines the concept of student competence and reviews the historical and political contexts in which assessment takes place. The second reviews best practices in carrying out assessment, including the important roles of faculty development and assessment leadership. Case studies then describe how faculty in eight professionally oriented disciplines have developed and practiced assessment on their campuses and the lessons these faculty offer to colleagues in their own and other disciplines. The book concludes with chapters on the use of authentic assessment within several disciplines on a single university campus; on the British quality assurance movement; and with a review of the lessons, issues, and challenges that are common across disciplines. The stories and examples presented in this book covering issues as diverse as faculty and student involvement, the role of outside stakeholders, and balancing external guidance and institutional autonomy-will provide immediate practical guidance for faculty and administrators active in assessment regardless of their discipline.
Theory and practice in higher education
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Author: Lynn Clouder,Christine Broughan,Steve Jewell,Graham Steventon
With a unique focus on the relationship between assessment and engagement this book explores what works in terms of keeping students on course to succeed. Against a backdrop of massification and the associated increase in student diversity there is an escalating requirement for personalized, technology driven learning in higher education. In addition, the advent of student fees has promoted a consumer culture resulting in students having an increasingly powerful voice in shaping curricula to their own requirements. How does one engage and retain a group of students of such diverse culture, ethnicity, ambition and experience? Using examples from a variety of institutions worldwide this edited collection provides a well-researched evidence base of current thinking and developments in assessment practices in higher education. The chapters discuss: Staff and student views on assessment Engaging students through assessment feedback Assessment for learning Assessing for employability Interdisciplinary and transnational assessment Technology supported assessment for retention The book draws together a wealth of expertise from a range of contributors including academic staff, academic developers, pedagogical researchers, National Teaching Fellows and Centres for Excellence in Higher Education. Recognising that a pedagogy which is embedded and taken-for-granted in one context might be completely novel in another, the authors share best practice and evaluate evidence of assessment strategies to enable academic colleagues to make informed decisions about adopting new and creative approaches to assessment. This interdisciplinary text will prove an invaluable tool for those working and studying in higher education.
An Issues-centered Decision Making Curriculum
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Author: Anna S. Ochoa-Becker
In the first edition of this book published in 1988, Shirley Engle and I offered a broader and more democratic curriculum as an alternative to the persistent back-to-the-basics rhetoric of the '70s and '80s. This curriculum urged attention to democratic practices and curricula in the school if we wanted to improve the quality of citizen participation and strengthen this democracy. School practices during that period reflected a much lower priority for social studies. Fewer social studies offerings, fewer credits required for graduation and in many cases, the job descriptions of social studies curriculum coordinators were transformed by changing their roles to general curriculum consultants. The mentality that prevailed in the nation's schools was "back to the basics" and the basics never included or even considered the importance of heightening the education of citizens. We certainly agree that citizens must be able to read, write and calculate but these abilities are not sufficient for effective citizenship in a democracy. This version of the original work appears at a time when young citizens, teachers and schools find themselves deluged by a proliferation of curriculum standards and concomitant mandatory testing. In the '90s, virtually all subject areas including United States history, geography, economic and civics developed curriculum standards, many funded by the federal government. Subsequently, the National Council for the Social Studies issued the Social Studies Curriculum Standards that received no federal support. Accountability, captured in the No Child Left Behind Act passed by Congress, has become a powerful, political imperative that has a substantial and disturbing influence on the curriculum, teaching and learning in the first decade of the 21st century.
Putting it into Practice
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Author: Black, Paul,Harrison, Chris,Lee, Clara
Publisher: McGraw-Hill Education (UK)
Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. --from publisher description
A Methods Book for Methods Teachers
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Author: S. G. Grant,John Lee,Kathy Swan
Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context. The 42 chapters describe tasks that the authors assign to their methods students as either in?class or as outside?of?class assignments. The components of each chapter are: > Summary of the task > Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria) > Description of how students respond to the activity > Description of how the task fits into the overall course > List of readings and references > Appendix that supplements the task description
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Author: Selma Koç,Xiongyi Liu,Patrick Wachira
Online and blended learning requires the reconstruction of instructor and learner roles, relations, and practices in many aspects. Assessment becomes an important issue in nontraditional learning environments. Assessment literacy, i.e., understanding assessment and assessment strategies, is critical for both instructors and students in creating online and blended environments that are effective for teaching and learning. Instructors need to identify and implement assessment strategies and methods appropriate to online or blended learning. This includes an understanding of the potential of a variety of technology tools for monitoring student learning and improving their teaching effectiveness. From the students’ perspective, good assessment practices can show them what is important to learn and how they should approach learning; hence, engaging them in goaloriented and selfregulatory cognitions and behaviors. The book targets instructors, instructional designers, and educational leaders who are interested in understanding and implementing either summative or formative assessment in online and blended learning environments. This book will assist the relevant audience in the theory and practice of assessment in online and blended learning environments. Providing both a research and practice perspective, this book can help instructors make the connection between pedagogy and technology tools to maximize their teaching and student learning. Among the questions addressed in this book are: • What assessment strategies can be used in online or blended learning? • How can instructors design effective assessment strategies? • What methods or technology tools can be used for assessment in online or blended learning? • How does peerassessment work in online or blended learning environments?
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Author: William B. Russell III,Stewart Waters,Thomas N. Turner
Building on the success of the first edition, Essentials of Middle and Secondary Social Studies 2nd Edition focuses on the key issues central to the teaching of middle and high school social studies, including lesson planning and instructional strategies. Written in an engaging, conversational style, the text encourages teachers in their development as professionals and enables them to effectively use creative and active learning strategies in the everyday classroom. NEW TO THIS EDITION This second edition has been significantly refined with new and relevant topics and strategies needed for effectively teaching middle and secondary social studies. New features include: An updated chapter on lesson plans, in keeping with the book’s emphasis on planning and teaching. This chapter is designed to provide middle and secondary teachers with new classroom-tested lesson plans and includes two classroom-tested lessons for each grade level (6-12). An expanded chapter on planning. This chapter provides additional discussion about long-range planning and includes examples of lesson plans with details to help students be better prepared. An updated chapter on technology designed to better prepare middle and secondary teachers to effectively incorporate technology into social studies instruction. Attention is given to digital history, media literacy, teaching with film and music, popular apps and numerous other types of impactful technology. "FYI" callouts throughout each chapter. These callouts provide helpful information and further explanation. An expanded discussion of the Common Core Standards and C3 Framework and how they impact teachers. An updated chapter titled "Experiencing Social Studies." This chapter focuses on topics such as teaching with drama, role play, field trips, and service learning. A "Helpful Resources" section that details various websites and online resources for further discovery.
Beyond lesson study
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Author: Koji Tanaka,Kanae Nishioka,Terumasa Ishii
Publisher: Taylor & Francis
This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" – a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices. Curriculum, Instruction and Assessment in Japan explores: • Child-centered Curriculum and Discipline-Centered Curriculum • Theories based on Models of Academic Achievement and Competency • Various Methods for Organizing Creative Whole-Class Teaching • Performance Assessment in Subject Teaching A good guideline for those who would like to use the idea of "Lesson Study" in order to improve their own teaching and management practices and a reference to all working in educational improvement, this book will be of interest to educators and policymakers concerned with curriculum practices or those with an interest in the Japanese education system.
50 Ways to Turn Teaching Into Learning
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Author: Kathleen Gould Lundy
Publisher: Pembroke Publishers Limited
Every teacher has at least one student in their class that they worry they'll never be able to reach. A student who is reluctant to speak in public, forgets, finds it difficult to work in groups, is uninterested, seems to be an outsider, and so on. In What Do I Do About the Kid Who … ? educators learn how to create a learning environment that helps meet the needs of these students. Practical and functional, the book shows teachers how to structure content learning activities so the day-to-day operation of the classroom is easier, more organized, joyful, and exciting, with simple strategies to make learning contextualized, inclusive, respectful, and creative.
Advice for Teachers from High School Students
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Author: Kathleen Cushman
Publisher: The New Press
Since its initial publication in hardcover in 2003, Fires in the Bathroom has been through multiple printings and received the attention of teachers across the country. Now in paperback, Kathleen Cushman’s groundbreaking book offers original insights into teaching teenagers in today’s hard-pressed urban high schools from the point of view of the students themselves. It speaks to both new and established teachers, giving them firsthand information about who their students are and what they need to succeed. Students from across the country contributed perceptive and pragmatic answers to questions of how teachers can transcend the barriers of adolescent identity and culture to reach the diverse student body in today’s urban schools. With the fresh and often surprising perspectives of youth, they tackle tough issues such as increasing engagement and motivation, teaching difficult academic material, reaching English-language learners, and creating a classroom culture where respect and success go hand in hand.
Understanding the Inquiry Design Model
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Author: S.G. Grant,Kathy Swan,John Lee
Written by the lead authors of the C3 Framework, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching. They do so by providing a detailed account of inquiry’s scholarly roots, as well as the rationale for viewing questions, tasks, and sources as inquiry’s foundational elements. Based on work done with classroom teachers, university faculty, and state education department personnel, this book encourages readers to transform classrooms into places where inquiry thrives as everyday practice. Both pre-service and in-service teachers are sure to learn strategies for developing the reinforcing elements of IDM, from planning inquiries to communicating conclusions and taking informed action. The curricular and pedagogical examples included make this practical book essential reading for researchers, students of pre-service and in-service methods courses, and professional development programs.