Download or read book Assessing Student Learning by Design written by Jay McTighe and published by Teachers College Press. This book was released on 2021 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can we help teachers use classroom assessments to gather appropriate evidence for all valued learning goals, and to use those assessments not just to measure learning but to promote it? This book provides an answer in a practical, proven, and principled Assessment Planning Framework that moves away from solely multiple-choice tests toward a wide range of approaches to classroom assessment activities, including performance-based assessments. The Framework examines four different types of learning goals, considers various purposes and audiences for assessment information, reviews five categories of classroom assessment methods, and presents options for communicating actionable results. To the authors, the primary purpose of classroom assessment is to inform teaching and learning, rather than simply to assign grades. This concise resource will be a reliable go-to reference for teachers, school leaders, mentors, and coaches in guiding classroom assessment practices and understanding their underlying principles. Book Features: Builds on the classic book Understanding by Design, written by Grant Wiggins and Jay McTighe.Offers a practical, nontechnical presentation appropriate for teacher preparation and busy practitioners (K–16).Explores different purposes for, and methods of, classroom assessment and grading.Addresses assessment of academic standards as well as transdisciplinary outcomes, such as 21st-century skills.Describes the principles and practices underlying standards-based grading.
Download or read book Understanding by Design written by Grant P. Wiggins and published by ASCD. This book was released on 2005 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Download or read book Assessing Students in the Margin written by Michael Russell and published by IAP. This book was released on 2011-02-01 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess students using a single instrument administered to students under the same conditions. Educators and test developers, however, are increasingly acknowledging that this practice does not result in valid information, inferences, and decisions for all students. This problem is particularly true for students in the margins, whose characteristics and needs differ from what the public thinks of as the general population of students. Increasingly, educators, educational leaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whom standard assessment instruments do not function well. Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of any educational assessment is validity. Developing and administering assessment instruments that provide valid measures and allow for valid inferences and decisions for all groups of students presents a major challenge for today’s assessment programs. Over the past few decades, several national policies have sparked research and development efforts that aim to increase test validity for students in the margins. This book explores recent developments and efforts in three important areas. The first section focuses on strategies for improving test validity through the provision of test accommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testing programs to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrate proficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information about achievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a valid measure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpack these policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can be applied to improve test validity for all students. Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. While our understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empower educators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins.
Download or read book Assessing Student Learning written by Linda Suskie and published by John Wiley & Sons. This book was released on 2018-02-13 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources. Faculty, administrators, new and experienced assessment practitioners, and students in graduate courses on higher education assessment will all find this a valuable addition to their bookshelves.
Download or read book Assessing Student Learning written by Linda Suskie and published by John Wiley & Sons. This book was released on 2010-07-30 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first edition of Assessing Student Learning has become the standard reference for college faculty and administrators who are charged with the task of assessing student learning within their institutions. The second edition of this landmark book offers the same practical guidance and is designed to meet ever-increasing demands for improvement and accountability. This edition includes expanded coverage of vital assessment topics such as promoting an assessment culture, characteristics of good assessment, audiences for assessment, organizing and coordinating assessment, assessing attitudes and values, setting benchmarks and standards, and using results to inform and improve teaching, learning, planning, and decision making.
Download or read book Assessing Student Outcomes written by Robert J. Marzano and published by ASCD. This book was released on 1993 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book consists of practical suggestions for performance assessments, with extensive examples of classroom tasks that help students achieve the deepest type of learning and active construction of knowledge.
Download or read book Designing Authentic Performance Tasks and Projects written by Jay McTighe and published by ASCD. This book was released on 2020-02-18 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Aimed at the growing number of educators who are looking to move beyond covering the curriculum, Designing Authentic Performance Tasks and Projects provides a comprehensive guide to ensuring students' deeper learning—in which they can transfer their knowledge, skills, and understandings to the world beyond the classroom. Readers will learn how to * Create authentic tasks and projects to address both academic standards and 21st century skills. * Apply task frames to design performance tasks that allow voice and choice for students. * Design and use criterion-based evaluation tools and rubrics for assessment, including those for students to use in self-assessment and peer assessment. * Incorporate performance-based instructional strategies needed to prepare students for authentic performance. * Differentiate tasks and projects for all students, including those needing additional support or challenge. * Effectively manage the logistics of a performance-based classroom. * Use project management approaches to facilitate successful implementation of tasks and projects. * Develop performance-based curriculum at the program, school, and district levels. Authors Jay McTighe, Kristina J. Doubet, and Eric M. Carbaugh provide examples and resources across all grade levels and subject areas. Teachers can use this practical guidance to transform their classrooms into vibrant centers of learning, where students are motivated and engaged and see relevance in the work they are doing.
Download or read book Knowing What Students Know written by National Research Council and published by National Academies Press. This book was released on 2001-10-27 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Download or read book Assessing Student Learning and Development written by T. Dary Erwin and published by Jossey-Bass. This book was released on 1991-03-26 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a practical, hands-on guide to assessing student learning and development in higher education. In engaging, nontechnical language, the book describes the key issues, strategies, terminology, and challenges in developing an assessment program within an academic department or a student affairs office. It offers step-by-step guidance for determining what is to be assessed and for defining program objectives.
Download or read book Assessing Impact written by Joellen Killion and published by Corwin Press. This book was released on 2017-11-08 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: Design high-impact professional learning programs with results-based evaluations You want to make sure that the time, effort, and resources you are investing in your professional learning programs is truly making an impact on educator effectiveness and student achievement. Joellen Killion guides you step by step through the rigors of producing an effective, in-depth, results-based evaluation to measure effectiveness and retain stakeholder support. The methods outlined here: Adhere to changes in federal and state policy relating to professional learning and educator development Facilitate the use of extensive datasets crucial for measuring feasibility, equity, sustainability, and impact of professional learning Help you make data-informed decisions and increase quality and results
Download or read book Assessment as Learning written by Lorna M. Earl and published by Corwin Press. This book was released on 2013 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a book for teachers and school leaders on formative assessment i.e., assessment as learning where assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them. It defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. It addresses assessment in the context of what learning is. It shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning. It explores how teachers can make the shift to formative assessment by engaging in conceptual change.
Download or read book How Learning Works written by Susan A. Ambrose and published by John Wiley & Sons. This book was released on 2010-04-16 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Download or read book Designing Effective Assessments written by James H. Stronge and published by Solutions. This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessment is a critical component of effective teaching and learning. To gain valuable assessment data and make effective use of them, educators must have the right tools in place to create quality assessments. Designed specifically for K-12 educators, this title presents ten key assessment design tools and clearly outlines how to incorporate each tool into daily classroom practices. With quality assessment processes in place, teachers at all grade levels can accurately measure student mastery and shape instruction to increase achievement. Benefits Gain student learning data and help students visualize their own learning progress. Explore the benefits of involving students in the assessment process. Learn how to align grading policies and practices to ensure they are valid and reliable. Examine how standards-based grading and reporting communicate student learning better than traditional assessment practices. Consider how to teach students test-taking skills, which help students perform well and demonstrate their real level of achievement on assessments. Use reproducible handouts to create your own effective assessment and feedback practices. Contents Introduction Chapter 1: Enhancing Validity and Reliability of Assessments Chapter 2: Measuring Students' Attitudes, Dispositions, and Engagement Using Affective Assessment Chapter 3: Assessing Student Criterion-Referenced Learning Using Performance-Based Assessment Chapter 4: Documenting Student Progress through Portfolios Chapter 5: Creating Rubrics for Student Feedback Chapter 6: Building Practical Grading Practices Chapter 7: Building Valid and Reliable Grading Practices Chapter 8: Improving Communication through Standards-Based Grading Chapter 9: Understanding and Using Standardized Assessment Data Chapter 10: Teaching Test-Taking Skills References & Resources Index The free JavaScript formatter will handle dirty JS codes.
Download or read book Formative Assessment Standards Based Grading written by Robert J. Marzano and published by Solution Tree Press. This book was released on 2011-10-27 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn everything you need to know to implement an integrated system of assessment and grading. The author details the specific benefits of formative assessment and explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades. Detailed examples bring each concept to life, and chapter exercises reinforce the content.
Download or read book Leveraging Digital Tools to Assess Student Learning written by Stephanie Smith Budhai and published by Routledge. This book was released on 2021-12-30 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leveraging Digital Tools to Assess Student Learning provides a practical approach to using technology to collect, interpret, and curate assessment data in K-12 in-person, online, hybrid, and dual learning environments. Digital media, emerging learning technologies, and handheld devices play larger roles than ever in students’ 21st-century educational experiences. Digital tools, meanwhile, can also transform assessment practices for teachers, allowing more efficient means of identifying gaps and modifying instruction to maximize student learning. Situating assessment practices in today’s networked, flexible, and virtual classrooms, this book reframes polling and quizzing, social media and memes, and multimedia platforms as digital learning tools for engaging, interactive, and meaningful formative, summative, open-ended, peer and self-paced assessments. The final chapter discusses technology’s role in organizing, evaluating, and disseminating assessment data to students, their families, and administrators.
Download or read book Assessing Students Ways of Knowing written by Rick Sawa and published by Canadian Ctr for Policy. This book was released on 2009 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessing Online Learning written by Patricia Comeaux and published by Jossey-Bass. This book was released on 2005 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students in traditional as well as online classrooms need more than grades from their instructors—they also need meaningful feedback to help bridge their academic knowledge and skills with their daily lives. With the increasing number of online learning classrooms, the question of how to consistently assess online learning has become increasingly pressing. However, providing such feedback through distance education presents complex challenges that instructors must understand in order to successfully teach and dialog with their students. Assessing Online Learning focuses on assessment as an integral part of learning. Building upon the paradigms and constructivist learning model established in Communication and Collaboration in the Online Classroom: Examples and Applications (2002), this collection offers an assortment of tools and strategies for evaluating learning and instructional design in online classrooms. Both conceptual and practical, this book addresses the salient issues of assessment and offers a variety of assessment tools and strategies for online classrooms and programs, such as self-assessment tools for students to evaluate their progress toward their final products, instruments in which teams can evaluate their progress and contributions, and specific tools and strategies for assessing students' critical thinking and writing skills in electronic discussion boards and in similar reflective writing environments. Written for faculty, administrators, scholars, and researchers in higher education, this book will be a valuable resource to anyone with a particular interest in the topic of assessment and online learning.
