How to Assess Authentic Learning

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Author: Kay Burke

Publisher: Corwin Press

ISBN: 1452272387

Category: Education

Page: 232

View: 4838

Create assessments that meet state standards and target students’ learning needs! In this revised edition of her bestseller, Kay Burke provides a wide range of easy-to-implement alternative assessments that address today’s accountability requirements. Designed for use across all content areas, these formative assessments are rooted in the language of state standards and emphasize differentiating instruction to meet students’ diverse learning needs. Updated research and examples help K–12 teachers: Build Response to Intervention checklists for struggling students Develop unit plans using differentiated learning and assessment strategies Create portfolios that emphasize metacognition Design performance tasks that motivate and engage students Construct rubrics that describe indicators of quality work Create tests that focus on higher-order thinking skills

How to Assess Authentic Learning

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Author: Kay Burke

Publisher: Prentice Hall

ISBN: 9780130323002

Category: Education

Page: 212

View: 2501

For courses in assessment, general methods, and select courses in educational psychology. This text presents a wide range of alternative forms of assessment. They are presented in a meaningful and practical format, which makes their use easily applicable to those in schools and classrooms searching for more authentic forms of assessment. They will prove valuable to teaching teams wishing to collect data to evaluate their curriculum and instructional decision making. They will assist in communicating more thoughtfully to parents. Most importantly, they will signal to students that self-assessment is the ultimate goal of the mindful school. Its non-threatening approach offers explanations of learning standards, performance tasks, portfolio development and scoring rubrics. This book was written to help educators expand their repertoire of strategies to provide a more balanced assessment of student learning and to help students increase achievement and meet both knowledge and performance standards.

Facilitating Authentic Learning, Grades 6-12

A Framework for Student-Driven Instruction

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Author: Laura L. R. Thomas

Publisher: Corwin Press

ISBN: 1452284075

Category: Education

Page: 168

View: 7035

Your single-best way to nurture higher-order thinking With all the pressure to accelerate instruction, how can we possibly find the time to encourage students to do some serious thinking? With Facilitating Authentic Learning, Laura Thomas provides the answer: through constructivist, experiential teaching methods. Grade 6–12 teachers will learn how to: Plan learning experiences that teach content and process at the same time Assess students' development of 21st-century skills Coach students to do the hard work of authentic learning while providing support Teach reflection techniques that help students learn from experiences and mistakes

Assessing 21st Century Skills

A Guide to Evaluating Mastery and Authentic Learning

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Author: Laura Greenstein

Publisher: Corwin Press

ISBN: 1452218013

Category: Education

Page: 264

View: 2313

Go beyond traditional paper-and-pencil tests! This book provides a framework and practical ideas for assessing 21st century skills such as problem solving, collaboration, and creativity.

Assessing Deeper Learning

Developing, Implementing, and Scoring Performance Tasks

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Author: Douglas G. Wren

Publisher: Rowman & Littlefield

ISBN: 1475845790

Category: Education

Page: 150

View: 4472

Assessing Deeper Learning explores how performance assessment advances deeper learning—the skills students need for 21st century success. The book examines different aspects of performance assessment and details how a large school district used performance tasks to assess their students’ critical-thinking, problem-solving, and communication skills.

Assessment of Authentic Performance in School Mathematics

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Author: Richard A. Lesh,Susan J. Lamon

Publisher: Routledge

ISBN: 1136489460

Category: Education

Page: 456

View: 541

This book is the result of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Sciences Education. The purpose of the conference was to facilitate the work of a group of scholars whose interests included the assessment of higher-order understandings and processes in foundation-level (pre-high school) mathematics. Discussions focused on such issues as the purposes of assessment, guidelines for producing and scoring "real-life" assessment activities, and the meanings of such terms as "deeper and higher-order understanding," "cognitive objectives," and "authentic mathematical activities." Assessment was viewed as a critical component of complex, dynamic, and continually adapting educational systems. During the time that the chapters in this book were being written, sweeping changes in mathematics education were being initiated in response to powerful recent advances in technology, cognitive psychology, and mathematics, as well as to numerous public demands for educational reform. These changes have already resulted in significant reappraisals of what it means to understand mathematics, of the nature of mathematics teaching and learning, and of the real-life situations in which mathematics is useful. The challenge was to pursue assessment-related initiatives that are systematically valid, in the sense that they work to complement and enhance other improvements in the educational system rather than act as an impediment to badly needed curriculum reforms. To address these issues, most chapters in this book focus on clarifying and articulating the goals of assessment and instruction, and they stress the content of assessment above its mode of delivery. Computer- or portfolio-based assessments are interpreted as means to ends, not as ends in themselves. Assessment is conceived as an ongoing documentation process, seamless with instruction, whose quality hinges upon its ability to provide complete and appropriate information as needed to inform priorities in instructional decision making. This book tackles some of the most complicated issues related to assessment, and it offers fresh perspectives from leaders in the field--with the hope that the ultimate consumer in the instruction/assessment enterprise, the individual student, will reclaim his or her potential for self-directed mathematics learning.

Assessing Learning in the Classroom

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Author: Jay McTighe,Steven Ferrara

Publisher: National Education Assn

ISBN: 9780810620704

Category: Education

Page: 37

View: 7817

Arguing that the primary purpose of testing is to inform teaching and improve learning, discusses the principles of effective classroom assessment, offers a framework of different approaches, and provides new evaluation and communication methods.

From Standards to Rubrics in Six Steps

Tools for Assessing Student Learning

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Author: Kay Burke

Publisher: Corwin Press

ISBN: 1412987016

Category: Education

Page: 218

View: 575

Featuring a comprehensive six-step process for moving from standards to rubrics, this updated bestseller helps teachers build tasks, checklists, and rubrics; differentiate for special needs; and more.

Handbook of Classroom Assessment

Learning, Achievement, and Adjustment

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Author: Gary D. Phye

Publisher: Academic Press

ISBN: 9780080533025

Category: Psychology

Page: 545

View: 2555

The Handbook of Classroom Assessment takes a multi-dimensional approach to classroom assessment. A successful combination of theory and practice, the book emphasizes the assessment of classroom learning within content areas and the development of standards for evaluation. Most chapters are devoted to the assessment of learning and achievement and discuss current theories. The book also features assessment of academic self-concept and subjective well-being in children and adolescents. The Handbook provides successfully field-tested examples of assessment techniques and strategies within the content areas of mathematics, social studies, foreign languages, and the visual arts. Contributing chapter authors share the unique distinction of having backgrounds that include both the development of assessment theory and first hand experience translating theory into practice at the classroom, school site, state, or national level. The book is divided into four sections. Section I discusses the top five theories with respect to what learning is, how it's related to achievement, and how we assess both in the classroom setting. Section II on standardized assessment briefly covers all major standardized achievement tests used in preschool, K-6, and 7-12. Assessment of classroom learning, Section III, presents test instruments and techniques specific to the measurement of math skills, social science skills, and artistic talent across ages and grades. Section IV on classroom practices includes an assessment of general reasoning skills and performance and how to develop a grading philosophy. Key Features * Explains the why, what, and how of classroom assessment * Combines theory and practice for a multidimensional approach to assessment * Presents test instruments and techniques specific to measuring various skills * Uses field-tested examples of assessment techniques * Provides a resource for staff development at the school site