Foundations of Meaningful Assessment is designed to provide a readable "how-to" approach to assessment and measurement within a classroom context. It presents assessment as a multi-dimensional, active process focused on student learning and instructional improvement and as a process that requires deliberate attention to those things that teachers are expected to do. The text focuses on assessment principles, concepts, and applications as they apply to teachers and learners within the contemporary classroom context. It enables teachers to select, develop, and refine formal and informal assessments that relate to the demands of standards-based education and to the diverse needs of every student. In summary, Foundations of Meaningful Educational Assessment views assessment as the art and science of placing students in a context that brings out their understanding and enables their teacher to record that understanding.

Foundations of Meaningful Educational Assessment

Education & Teaching

Musial, Diann

Nieminen, Gayla

Thomas, Jay

Burke, Kay

Schools & Teaching

McGraw–Hill Education

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.

How to Assess Authentic Learning (3rd Edition)

Pearson

The time has come for poor test-takers to realize that the ability to perform well on examinations is not always an accurate assessment of understanding and academic capability. Standardized tests measure one's ability to perform under stress, not one's ability to learn and retain information. As researchers gain new knowledge about how the brain works and how people acquire understanding, educators are expanding their repertoire of assessment tools. And as communities work toward developing mindful schools, they also must reorient their concepts about curriculum, policies, organization of time, and assessment strategies. Performance tasks, portfolio development, and scoring rubrics are just a few of the assessment tools that are now being implemented to measure learning. In this volume, Kay Burke presents a wide range of alternative forms of assessment in a meaningful and practical format. Learning logs, reflective journals, graphic organizers, interviews, and peer editing are only some of the authentic assessments offered in this book which help learners develop lifelong learning and problem-solving skills. Educators, administrators, school psychologists, curriculum planners, and parents. A Skylight Professional Book.

How to Assess Authentic Learning: The Mindful School Series

Allyn&Bacon

What is the best way to assess a person's vocabulary level? A multiple-choice exam? A fill-in-the-blank exercise? Or perhaps a performance activity that allows the person to "show" the contextual meaning of a word? As the new reforms in education emphasize alternative forms of evaluation and testing, creative educators are now implementing assessment strategies which no longer measure an individual's ability to memorize and reiterate, but focus instead on one's capacity to create, discover, and become a lifelong learner. The portfolio has emerged as one of the most powerful tools for assessment and evaluation in education. Just as the artist chooses from an array of watercolors to paint her picture, the creative educator chooses from a repertoire of assessment tools to paint her picture of a student as a lifelong learner. This easy-to-use resource explores a multitude of options for purposes and types of portfolios as well as practical ideas for implementing them in the classroom. Ten steps in developing portfolios are presented, along with lesson options, examples, and suggestions for encouraging creative and critical thinking in an easy-to-follow format. Educators, administrators, curriculum planners, and parents. A Skylight Professional Book.

Portfolio Connection, The: The Mindful School Series

Fogarty, Robin

Belgrad, Susan

Remember, a standardized test score is only a `snapshot` of a student on a particular day. A portfolio shows how the student`s work evolves over time. This how-to book details the purposes and types of portfolios, the 10 steps to developing portfolios, practical ideas for implementing portfolios, and lesson options, examples, and suggestions for encouraging creative and critical thinking.

The Mindful School: The Portfolio Connection

Skylight Professional Developm

Balanced Assessment: From Formative to Summative

Today, standards what students must know and be able to do are the starting point for all curriculum and instruction. In Balanced Assessment, Kay Burke shows teachers how to begin with the end in mind to start with the expectations for student achievement and then work backward from them to help all students succeed. She explains a process of analyzing the standards, deciding precisely what knowledge and skills will have to be taught and assessed, and then planning instruction to prepare students to demonstrate that they have met or exceeded the standards. Balanced assessment means integrating both formative and summative assessments seamlessly into instruction. This book makes clear that the distinction between the two types of assessment is not as rigid as many people believe. In fact, Dr. Burke explains that the very same assessment can be both formative and summative, depending on when it is administered and the purpose for which it is used. Formative assessments are administered frequently during a learning segment to provide feedback to both teachers and students about concepts and skills that students are having difficulty understanding or mastering. This feedback helps teachers modify and differentiate their instruction to help all students meet the standard. Summative assessments are administered at the end of a learning segment and are the final opportunity for students to demonstrate proficiency. Not all summative assessments are, as is often assumed, high-stakes state tests. Most are teacher created. Because each grade level or content area can have hundreds of standards, the best approach is for teachers to work together in teams to plan instruction and develop common assessments. The author describes the process teacher teams use to analyze the standards, develop engaging performance tasks that address the standards, and create two extremely versatile tools to assess student performance: checklists and rubrics. Both tools serve a dual function. They break down a process or task, such as writing a persuasive essay, into manageable steps for students to follow, and they provide feedback about a student s progress. Checklists reveal what students have yet to accomplish to complete a task; rubrics, which give more detailed descriptions of levels of performance, show what they need to do to improve the quality of their work. Perhaps most significantly, both tools can help students assess their own performance and direct their own learning.

Solution Tree

Using Formative Assessment in the RTI Framework

RTI and formative assessment have the potential to positively impact student achievement. When formative assessment is coupled with RTI, teachers can catch students before they fall too far behind the standards and their peers. Formative assessment is not only an important component of effective instruction within the RTI framework; it is a key feature of instructional design. Linking the results of formative assessment to instructional change can enhance learning and influence student success in school. This book is intended for teachers and administrators who want to better understand the basics of RTI and its connection to formative assessment. It provides educators with ample information and ideas that will help them base their instructional decisions on the results of effective formative assessment practices. Whether experienced or inexperienced in the use of formative assessment and data collection and analysis, readers will find useful tips and strategies that will advance their knowledge and understanding toward the goal of increasing student achievement. Using Formative Assessment in the RTI Framework provides teachers and administrators with information, tools, and techniques that they can use to adjust instruction and increase levels of student understanding and achievement.

Depka, Dr Eileen

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