| classroom assessment scoring system: Classroom Assessment Scoring System (CLASS) Manual, K-3 Robert C. Pianta, Karen M. La Paro, Bridget K. Hamre, 2008 This manual provides a system overview, procedures, and scoring information for K 3 classroom observation. |
| classroom assessment scoring system: Classroom Assessment Scoring System (Class) Dimensions Guide, Pre-k Teachstone Training LLC, 2011-07 This quick-guide introduces teachers to the 10 dimensions of CLASS and includes practical classroom tips and strategies for implementation. |
| classroom assessment scoring system: Classroom Assessment Scoring System (CLASS) Manual, Toddler Karen M. La Paro, Bridget K. Hamre, Robert C. Pianta, 2012 This manual includes detailed descriptions of the 8 CLASS Toddler dimensions, administration procedures, and information about the tool's development. |
| classroom assessment scoring system: Classroom Assessment Scoring System (CLASS) Manual, Pre-K Robert C. Pianta, Karen M. La Paro, Bridget K. Hamre, 2008 This manual provides a system overview, procedures, and scoring information for Pre-K classroom observation. |
| classroom assessment scoring system: Classroom Assessment Scoring System (CLASS) Manual, Infant Bridget K. Hamre, Karen M. La Paro, Robert C. Pianta, Jennifer LoCasale-Crouch, 2014 With the infant version of the trusted, widely used CLASS® tool, early childhood programs have an accurate and reliable way to assess teacher-infant interactions, a primary component of positive early experiences. Developed for use with children from birth to 18 months, the CLASS® Infant tool specifically focuses on how teachers engage with infants and support their learning and development during everyday routines and activities. With clear guidance and background information, this manual gives you a comprehensive introduction to the CLASS® Infant tool and how to use it effectively. Youâe(tm)ll see how this standardized tool Assesses 4 dimensions of teacher-child interactions: relational climate, teacher sensitivity, facilitated exploration, and early language support Establishes an accurate picture of interactions through repeated observation and scoring cycles Highlights areas of strength and areas for growth useful for guiding professional development efforts Comprehensive and reader-friendly, this manual provides helpful information on infant development, the theoretical and empirical foundations of the CLASS® Infant tool, an overview of procedures for using the tool, and detailed descriptions and examples for each dimension the tool assesses. Learn more about the entire CLASS system. |
| classroom assessment scoring system: Toddler CLASS Manual Karen La Paro, Bridget Hamre, Robert Pianta, 2016-10-01 |
| classroom assessment scoring system: Classroom Assessment Scoring System (CLASS) Secondary Manual Robert C. Pianta, Bridget K. Hamre, Susan L. Mintz, |
| classroom assessment scoring system: Classroom Assessment Scoring System Robert C. Pianta, Karen M. La Paro, Bridget K. Hamre, 2008 Available in packages of 10 booklets, each with 6 observation sheets, 7 note-taking pages and 1 scoring summary sheet, these are the forms needed to conduct the Classroom Assessment Scoring System®(CLASS®) observation. (Also available in Spanish!) These forms are a part of CLASS, the bestselling classroom observational tool that measures interactions between children and teachers--a primary ingredient of high-quality early educational experiences. With versions for infant programs, toddler programs, pre-K (in English and Spanish), and K-3 classrooms, the reliable and valid CLASS tool establishes an accurate picture of the classroom through brief, repeated observation and scoring cycles and effectively pinpoints areas for improvement. Learn more about the entire CLASS system. |
| classroom assessment scoring system: Classroom Assessment Scoring System (Class ) Guia de Dimensiones Teachstone Training, Llc, Teachstone Training LLC, 2011-07 This quick-guide in Spanish introduces teachers to the 10 dimensions of CLASS and includes practical classroom tips and strategies for implementation. |
| classroom assessment scoring system: Classroom Assessment Scoring System (Class) Toddler: Forms, Pack of 10 Karen M. La Paro, Robert C. Pianta, Bridget K. Hamre, Susan L. Mintz, 2012-07-01 |
| classroom assessment scoring system: Classroom Assessment & Grading that Work Robert J. Marzano, 2006 Robert J. Marzano distills 35 years of research to bring you expert advice on the best practices for assessing and grading the work done by today's students. |
| classroom assessment scoring system: Modern Classroom Assessment Bruce B. Frey, 2013-09-13 Modern Classroom Assessment offers an applied, student-centered guide to the major research-based approaches to assessment in today’s modern classroom. Rather than simply list basic assessment formats with a few examples, as many textbooks do, award-winning professor and scholar Bruce Frey’s book fully explores all five key approaches for teacher-designed assessment—Traditional Paper-and-Pencil, Performance-Based Assessment, Formative Assessment, Universal Test Design, and Authentic Assessment —while making abstract concepts and guidelines clear with hundreds of real-world illustrations and examples of what actual teachers do. Offering a variety of engaging learning tools and realistic stories from the classroom, this text will give any reader a strong foundation for designing modern assessments in their own classrooms. |
| classroom assessment scoring system: Classroom Assessment Scoring System (CLASS ) Dimensions Overview, Pre-K, Spanish Ph.D., Robert Pianta, Ph.D., Karen La Paro, 2012-02-28 This tri-fold laminated sheet is a handy reference for Spanish-speaking users of the popular Classroom Assessment Scoring System® (CLASS®) observation tool. Available in convenient packages of 5, this sturdy quick-sheet shows evaluators what to look for while observing each of the 10 CLASS dimensions and scoring the tool. (Also available in English!) This product is part of CLASS, the bestselling classroom observational tool that measures interactions between children and teachers--a primary ingredient of high-quality early educational experiences. With versions for infant programs, toddler programs, pre-K (in English and Spanish), and K-3 classrooms, the reliable and valid CLASS tool establishes an accurate picture of the classroom through brief, repeated observation and scoring cycles and effectively pinpoints areas for improvement. Learn more about the entire CLASS system. |
| classroom assessment scoring system: Classroom Assessment Scoring System (CLASS ) Forms, Pre-K, Spanish Karen La Paro, Ph.D., Karen La Paro, Ph.D., Robert Pianta, Robert Pianta, Bridget Hamre, 2012-02-28 Observation and scoring forms in Spanish for CLASS Pre-K. |
| classroom assessment scoring system: Balanced Assessment Systems Steve Chappuis, Carol Commodore, Rick Stiggins, 2016-07-20 Build a balanced assessment system and support ESSA requirements! The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts, and this comprehensive guide helps leaders meet and succeed that challenge. Authors Chappuis, Commodore and Stiggins have helped thousands of teachers, principals and other educational leaders in becoming assessment-literate and developing assessment systems built on quality assessment. Readers will learn how to: Develop balance in an assessment system by combining formative and summative approaches, providing insight on students’ progress Strengthen classroom-based assessment and involve students in self-assessment |
| classroom assessment scoring system: Classroom Assessment Scoring System(r) (Class(r)) Guia de Las Dimensiones, Infant Bridget Hamre, Ph.D., Bridget Hamre, Robert Pianta, Teachstone Training, LLC, Karen La Paro, Ph.D., Robert Pianta, Jennifer Locasale-Crouch, Ph.D., Karen La Paro, Ph.D., Jennifer Locasale-Crouch, 2014-12-29 Whether you're new to the CLASS® framework or honing your skills, this Spanish booklet will ground you in the domains and dimensions that make up the CLASS Infant framework. In its pages you will: Explore CLASS Infant domains and dimensions Find clear explanations of effective interactions Learn practical strategies for improving interactions This dimensions guide is great for teachers and anyone interested in understanding why classroom interactions matter and how they can be improved with the CLASS tool. This guide is used with the bestselling CLASS observational tool that measures interactions between children and teachers--a primary ingredient of high-quality early educational experiences. With versions for infant and toddler programs and pre-K and K-3 classrooms, the reliable and valid CLASS tool establishes an accurate picture of the classroom through brief, repeated observation and scoring cycles and effectively pinpoints areas for improvement. Learn more about the whole CLASS system. See which domain of school readiness in the Head Start Child Development and Early Learning Framework this tool addresses. |
| classroom assessment scoring system: Formative Assessment & Standards-Based Grading Robert J. Marzano, 2011-10-27 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. |
| classroom assessment scoring system: SAGE Handbook of Research on Classroom Assessment James H. McMillan, 2013 The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education. |
| classroom assessment scoring system: Classroom Assessment in Action Mark D. Shermis, Francis J. DiVesta, 2011-04-16 Classroom Assessment in Action clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then provide clear and ordered discussions of how assessment and instruction is integrated into a functional process to enhance student learning. Guidelines are set forth for constructing various common assessments. Procedures are laid out to evaluate and improve assessments once they are constructed. Ultimately, the authors shed light on the myriad of factors that impact test score interpretation. In today's classroom, technology has become a constant companion, and Classroom Assessment in Action exposes teacher candidates to emerging technologies they might encounter in building their repertoire of assessments, whether it be automated essay scoring or electronic portfolios. Classroom Assessment in Action guides its readers to a complete and thorough understanding of assessment and measurement so that they can confidently work with students and parents in explaining results, whether they are from a high-stakes statewide assessment or the grading philosophy to which they ascribe. |
| classroom assessment scoring system: Early Language & Literacy Classroom Observation Miriam W. Smith, Joanne P. Brady, Louisa Anastasopoulos, 2008 SAVE when you order the ELLCO Pre-K User's Guide and ELLCO Pre-K Tool together! The Early Language and Literacy Classroom Observation Tool (ELLCO) comes in a package of 5 and is part of ELLCO, the bestselling classroom observation tool that helps schools assess the quality of literacy practices and supports and give children the best possible start in language and literacy development. Trusted by schools across the country, ELLCO helps educators reliably gather the data needed for professional development and program improvement, leading to better literacy outcomes for young children. Learn more about ELLCO Pre-K and ELLCO Kâe3. See which domain of school readiness in the Head Start Child Development and Early Learning Framework this tool addresses. |
| classroom assessment scoring system: Classroom Assessment Techniques Thomas A. Angelo, Patricia K. Cross, 2005-04 This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data Order your copy today. |
| classroom assessment scoring system: Inquiry and the National Science Education Standards National Research Council, Center for Science, Mathematics, and Engineering Education, Committee on Development of an Addendum to the National Science Education Standards on Scientific Inquiry, 2000-05-03 Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€the eyes glazed over syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand why we can't teach the way we used to. Inquiry refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm. |
| classroom assessment scoring system: Teaching Children to Care Ruth Charney, 2002-03-01 Ruth Charney gives teachers help on things that really matter. She wants children to learn how to care for themselves, their fellow students, their environment, and their work. Her book is loaded with practical wisdom. Using Charney's positive approach to classroom management will make the whole school day go better. - Nel Noddings, Professor Emeritus, Stanford University, and author of Caring This definitive work about classroom management will show teachers how to turn their vision of respectful, friendly, academically rigorous classrooms into reality. The new edition includes: More information on teaching middle-school students Additional strategies for helping children with challenging behavior Updated stories and examples from real classrooms. Teaching Children to Care offers educators a practical guide to one of the most effective social and emotional learning programs I know of. The Responsive Classroom approach creates an ideal environment for learning—a pioneering program every teacher should know about. - Daniel Goleman, Author of Emotional Intelligence I spent one whole summer reading Teaching Children to Care. It was like a rebirth for me. This book helped direct my professional development. After reading it, I had a path to follow. I now look forward to rereading this book each August to refresh and reinforce my ability to effectively manage a social curriculum in my classroom. - Gail Zimmerman, second-grade teacher, Jackson Mann Elementary School, Boston, MA |
| classroom assessment scoring system: Seeing Students Learn Science National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Science Education, Heidi Schweingruber, Alexandra Beatty, 2017-03-24 Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their Kâ€12 science classes have not really had the chance to do science for themselves in ways that harness their natural curiosity and understanding of the world around them. The introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessmentsâ€whatever their purposeâ€cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so. Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually. |
| classroom assessment scoring system: Tools of the Mind Elena Bodrova, Deborah Leong, 2024-04-24 Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development. |
| classroom assessment scoring system: The Trauma-Sensitive Classroom: Building Resilience with Compassionate Teaching Patricia A. Jennings, 2018-11-13 Selected as a Favorite Book for Educators in 2018 by Greater Good. From the author of Mindfulness for Teachers, a guide to supporting trauma-exposed students. Fully half the students in U.S. schools have experienced trauma, violence, or chronic stress. In the face of this epidemic, it falls increasingly to teachers to provide the adult support these students need to function in school. But most educators have received little training to prepare them for this role. In her new book, Tish Jennings—an internationally recognized leader in the field of social and emotional learning—shares research and experiential knowledge about the practices that support students' healing, build their resilience, and foster compassion in the classroom. In Part I, Jennings describes the effects of trauma on body and mind, and how to recognize them in students' behavior. In Part II, she introduces the trauma-sensitive practices she has implemented in her work with schools. And in Part III, she connects the dots between mindfulness, compassion, and resilience. Each chapter contains easy-to-use, practical activities to hone the skills needed to create a compassionate learning environment. |
| classroom assessment scoring system: Classroom Assessment and the National Science Education Standards National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Classroom Assessment and the National Science Education Standards, 2001-08-12 The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system. |
| classroom assessment scoring system: Inside the black box Paul Black, Dylan Wiliam, 1998 Offers practical advice on using and improving assessment for learning in the classroom. |
| classroom assessment scoring system: 0 W. James Popham, 2013-04-17 What's wrong with today's teacher-evaluation systems-and how to improve them Unsound teacher evaluation practices lead to misinformed decisions regarding strategies for student learning, resulting in negative effects to students. Education measurement and evaluation expert W. James Popham critiques what is wrong with many existing teacher-evaluation systems and offers an alternate system that respects the professionalism and dignity of teachers. Popham argues that, because teaching is a very situation- specific profession, the use of any paint-by-numbers, one- size-fits-all teacher evaluation system is patently absurd. Rather, the only defensible approach to teacher evaluation is to base it on collegial judgment, that is, on the evaluative conclusions of experienced teachers who have been specifically trained and formally certified to carry out this function. This book discusses: Key strengths and weaknesses of prominent teacher-evaluation evidence How to improve a flawed teacher-evaluation program The merits of a teacher evaluation program based on evidence-governed collegial judgment |
| classroom assessment scoring system: Classroom Assessment Scoring System Manual, Pre-K Robert C. Pianta, Karen M. La Paro, Bridget K. Hamre, 2008 |
| classroom assessment scoring system: Early Childhood Environment Rating Scale (ECERS-3) Thelma Harms, Richard M. Clifford, Debby Cryer, 2014-11-01 The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale®, ECERS-3, focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including: Cognitive Social-emotional Physical Health and safety ECERS-3 also includes additional Items assessing developmentally appropriate literacy and math activities. Designed for preschool, kindergarten, and child care classrooms serving children 3 through 5 years of age, ECERS-3: Provides a smooth transition for those already using ECERS-R. Emphasizes the role of the teacher in creating an environment conducive to developmental gains. Is designed to predict child outcomes more accurately and with greater precision. Provides a stronger method of distinguishing between good and truly excellent programs. Offers a complete training program with ongoing support available at the Environment Rating Scales Institute (ERSI) website (www.ersi.info). ECERS-3 is appropriate for state and district-wide QRIS and continuous improvement; program evaluation by directors and supervisors; teacher self-evaluation; monitoring by agency staff; and teacher education. The established reliability and long term evidence of validity of the ERS family of instruments make this new version of ECERS particularly useful for RTTT-ELC accountability and research. Suitable for use in inclusive and culturally diverse programs, ECERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Literacy Learning Activities Interaction Program Structure |
| classroom assessment scoring system: Grading for Equity Joe Feldman, 2018-09-25 Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact. —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a fixed mindset about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a true north orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, Grading practices are a mirror not just for students, but for us as their teachers. Each one of us should start by asking, What do my grading practices say about who I am and what I believe? Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference. |
| classroom assessment scoring system: Developing and Using Classroom Assessments Albert Oosterhof, 1999 A short, inexpensive, nuts and bolts text on how to write, construct, and use assessments in the classroom. Can be used as supplement in an ed psych or methods course where assessment is given more than cursory treatment. |
| classroom assessment scoring system: Classroom Assessment W. James Popham, 2018-03-07 Jim Popham's widely popular Classroom Assessment shows teachers how to use classroom testing skillfully and formatively to dramatically increase their teaching effectiveness and make a difference in how well students learn. As in past editions, the author pays particular attention to the instructional payoffs of well-designed classroom tests and highlights the implications of testing on teaching throughout in special But What Does This Have to Do with Teaching? sections in each chapter. Decision Time vignettes present practical classroom problems and show readers actual decisions being made. Parent Talk features describe situations in which a teacher needs to explain something about assessment to parents and show what the author would say in that situation. And a lighter tone is established with cartoons to which readers can relate. The new Eighth Edition highlights the increasing importance of educational assessment in an era of common core state standards and teacher evaluations based on students' tests scores, incorporates the Standards for Educational and Psychological testing guidelines throughout relevant sections, and includes a new section on instructionally diagnostic tests to help readers evaluate the merits of commercial or locally developed diagnostic assessment. Also available with MyLab Education MyLab(tm) is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Education helps teacher candidates bridge the gap between theory and practice-better preparing them for success in their future classrooms. Note: You are purchasing a standalone product; MyLab Education does not come packaged with this content. Students, if interested in purchasing this title with MyLab Education, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Education search for: 0134027299 / 9780134027296 Classroom Assessment: What Teachers Need to Know with MyEducationLab with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package Package consists of: 0134053869 / 9780134053868 Classroom Assessment: What Teachers Need to Know, Loose-Leaf Version 0134239903 / 9780134239903 MyEducationLab with Pearson eText -- Access Card -- for Classroom Assessment: What Teachers Need to Know |
| classroom assessment scoring system: Infant/Toddler Environment Rating Scale (ITERS-3) Thelma Harms, Debby Cryer, Richard M. Clifford, Noreen Yazejian, 2017-07-07 Building on extensive feedback from the field as well as vigorous new research on how best to support infant and toddler development and learning, the authors have revised and updated the widely used Infant/Toddler Environment Rating Scale. ITERS-3 is the next-generation assessment tool for use in center-based child care programs for infants and toddlers up to 36 months of age. ITERS-3 focuses on the full range of needs of infants and toddlers and provides a framework for improving program quality. Further, the scale assesses both environmental provisions and teacher-child interactions that affect the broad developmental milestones of infants and toddlers, including: language, cognitive, social-emotional and physical development, as well as concern for health and safety. ITERS-3 is appropriate for state- and district-wide QRIS and continuous quality improvement, program evaluation by directors and supervisors, teacher self-evaluation, monitoring by agency staff, and teacher training programs. The established reliability and validity of the scale make it particularly useful for research and program evaluation. While the approach to assessing quality and the scoring process remain the same for the new ITERS-3, users will find the following improvements informed by extensive use of the ITERS in the field and by the most recent research: Enhanced focus on interactions and the role of the teacher. Six new language and literacy Items. A new Item on beginning math experiences. Expanded age range to include children from birth to 36 months. A new approach to scoring based solely on observation of ongoing classroom activity (3-hour time sample). The elimination of the parents/staff subscale and teacher interviews, freeing up time for observing more actual classroom practice. Improved indicator scaling, providing more precise and useful scores for use in professional development and self-improvement. Reduced emphasis on the number of materials, along with greater emphasis on how materials are used to encourage learning. Suitable for use in inclusive and culturally diverse programs, ITERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Books Activities Interaction Program Structure |
| classroom assessment scoring system: Classroom Assessment for Students in Special and General Education Cathleen G. Spinelli, 2012 For courses in Special Education Assessment and Assessment in Special Education and General Education. This best-selling text on special education assessment provides a full spectrum of assessment strategies supported by current research and best practices, a new focus on progress monitoring and Response to Intervention, and all the tools necessary to prepare today's educators to instruct and assess diverse students in every type of classroom. Keenly focused on providing teachers with a variety of assessment procedures, and the directions on how to construct, administer, score, interpret, graph, monitor, write, and report assessment results, the new edition of Spinelli's mainstay text has been thoroughly revised and expanded. A new focus on progress monitoring and Response to Intervention (RTI) are concurrent themes, highlighting how informal, curriculum-focused authentic assessment procedures in each subject area can easily be used for universal screening; formative assessment to monitor progress during instruction; and how to distinguish between those students who are mastering curriculum and those who continue to struggle as evidenced by ongoing assessment measures. |
| classroom assessment scoring system: Literacy for the 21st Century Gail E. Tompkins, 2014 Previous ed.: Boston, Mass.: London: Allyn & Bacon, 2010. |
| classroom assessment scoring system: Conscious Discipline Expanded and Updated Becky A. Bailey, 2018-10-15 |
| classroom assessment scoring system: An Introduction to Student-Involved Assessment FOR Learning Rick J. Stiggins, Jan Chappuis, 2011-11-21 This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Written for pre-service teacher candidates who have little or no classroom experience, Rick Stiggins’ multiple award-winning and market-leading text focuses squarely on preparing new teachers to assess students in classrooms, providing them with their initial orientation to classroom assessment and to the challenges they will face in monitoring student learning, in using the assessment process, and its results to benefit their students. The text clearly instructs teaching candidates on how to gather dependable evidence of student learning using quality assessments and how to use those assessments to support and to certify student learning. The book has an exceptionally strong focus on integrating assessment with instruction through student involvement in the assessment process; it is clearly the most non-technical and hands on practical orientation to assessment validity and reliability yet developed. It offers five easy-to-understand keys to effective classroom assessment practice that any teacher can learn to apply. The presentation covers the full range of classroom assessment methods, when and how to use them and how to communicate results in ways that support learning. Examples and models are offered across grade levels and schools subjects to assist candidates in learning these things. The treatment of student-involved assessment, record keeping, and communication as an instructional intervention is a unique entity of the text. Specific assessment strategies are offered throughout for helping students see the learning target from the beginning and then watch themselves move progressively close over time until they achieve ultimate learning success. Showing how to use assessment to accurately reflect student achievement and how to benefit–not merely grade–student learning, the text examines the full spectrum of assessment topics, from articulating targets, through developing quality assessments and communicating results effectively. |
| classroom assessment scoring system: The Inclusive Classroom Profile (Icp ), Research Edition Elena P. Soukakou, 2016-08 Available in packs of 5, these are the 40-page forms needed to conduct the complete ICP(TM) assessment. How well is your early childhood program implementing quality inclusive practices? Now therea (TM)s a comprehensive, field-tested observational tool that uncovers the answers. A one-of-a-kind tool for classrooms serving children ages 2-5, the Inclusive Classroom Profile (ICP) assesses 12 key practices with the strongest research base for supporting the education and development of young children in inclusive programs: Adaptations of Space, Materials, and Equipment Adult Involvement in Peer Interactions Adults' Guidance of Childrena (TM)s Free-Choice Activities and Play Conflict Resolution Membership Relationships between Adults and Children Support for Communication Adaptation of Group Activities Transitions between Activities Feedback Family-Professional Partnerships Monitoring Children's Learning Benefits The in-depth ICP evaluation process gives you the rich information and insights you need to: assess your programa (TM)s current inclusive practices establish a baseline for measuring future progress apply recommended inclusive practices for young children guide quality improvement efforts by linking assessment data with instructional decision-making tailor professional development to teachers' specific needs The ICP is an observation rating scale designed to assess the quality of daily classroom practices that support the developmental needs of children with disabilities in early childhood settings. Comprehensive assessment with ICP takes about 31/2 hours, plus 20 minutes to score. The ICP Manual gives guidance on how to understand, implement, and score the ICP. Learn more about ICP here. See how this product helps strengthen Head Start program quality and school readiness. View our recorded webinar: Introduction to the Inclusive Classroom Profile presented by Elena Soukakou, Ph.D. |
The Classroom Assessment Scoring System® (CLASS) - Teachstone
With a focus on research-based, developmentally appropriate interactions, CLASS is used across all ages, all classroom settings, and alongside any curriculum.
Classroom Assessment Scoring System (CLASS) 101
Classroom Assessment Scoring System (CLASS) 101. The 3-K and pre-K program assessment process
Use of Classroom Assessment Scoring System (CLASS®) in …
Feb 11, 2025 · The Classroom Assessment Scoring System (CLASS®) is an observation instrument that assesses the quality of teacher-child interactions in center-based preschool …
Classroom Assessment Scoring System | UVA School of …
The Classroom Assessment Scoring System™ (CLASS™) is an observational instrument developed at the School Center for Advanced Study of Teaching and Learning to assess …
Classroom Assessment Scoring System (CLASS®)
External CLASS assessments are conducted by a reliable CLASS assessor from the Program Quality Assessment (PQA) team. Internal CLASS assessments are conducted by the …
CLASS - Classroom Assessment Scoring System | Kaplan Early …
The Instructional Support Kit provides teachers with CLASS-based guidance on how to effectively use materials aligned to pattern-related developmental outcomes in mathematics in their …
CLASS - Great Start to Quality
Classroom Assessment Scoring System, referred to as CLASS, is an program observation tool that will be used to support quality improvement in Michigan.
About the Classroom Assessment Scoring System (CLASS®)
The Classroom Assessment Scoring System (CLASS®) is a set of age-specific instruments that a program can use to measure interactions between teachers and children in a classroom or …
The Classroom Assessment Scoring System (CLASS) - World Bank …
The Classroom Assessment Scoring System, developed by Robert Pianta at the University of Virginia is a tool for analyzing the quality of teacher-student interactions in the classroom.
Classroom Assessment Scoring System (CLASS) | EdInstruments
As described by the authors: The Classroom Assessment Scoring System (CLASS) is an observational instrument developed to assess classroom quality in preschool through third …
Classroom Assessment Scoring System - Early Learning …
Effective July 1, 2018 Classroom Assessment Scoring System CLASS ® What is CLASS? CLASS is an observation based program assessment tool. CLASS is not a child assessment tool. …
Proving CLASS Effectiveness - A Research Summary
CLASS is the most evidence-based and widely used assessment of teaching quality. Over 200 research studies have demonstrated that children in classrooms with more effective teacher- …
Classroom Assessment Scoring System (CLASS) 104 A
Classroom Assessment Scoring System (CLASS) 104 A . Interpreting your CLASS report . CLASS Webinar Series-Scope & Sequence . Title Description • Why the DECE uses the …
Classroom Assessment Scoring System (CLASS) en …
Classroom Assessment Scoring System(CLASS) en maternelle 4 ans à mi-temps au Québec Bouchard, C., Cantin, G., Charron, A., Crépeau, H. & Lemire, J. Colloque 519, congrès de …
Toddler Classroom Assessment Scoring System® (CLASS®) …
The Toddler Classroom Assessment Scoring System® (CLASS®) focuses on the effectiveness and quality of teacher-child interactions; how teachers positively interact with children and the …
Pre-K Classroom Assessment Scoring System® (CLASS®) …
The Pre-K Classroom Assessment Scoring System® (CLASS®) focuses on the effectiveness of teacher-child interactions; how teachers positively interact with children, how they make the …
How to Conduct an Informal Internal Assessment using the …
Classroom Assessment Scoring System (CLASS ®) How to conduct an objective, authentic classroom assessment: The Keystone Stars Standards expect programs to conduct internal …
The Classroom Assessment Scoring System: Findings from …
The Classroom Assessment Scoring System: Findings from the Prekindergarten Year Karen M. La Paro Robert C. Pianta Megan Stuhiman University of Virginia
Classroom Assessment Scoring System Observation Sheet …
The Classroom Assessment Scoring System (CLASS™) The Classroom Assessment Scoring System (CLASS®) is an observation instrument that assesses the quality of teacher-child …
What is CLASS? 2. How can CLASS be used as a coaching …
The Classroom Assessment Scoring System (CLASS) is an observation instrument developed to assess classroom quality in preschool classrooms. The advantage of using CLASS …
District of Columbia 2023-24 Pre-K Quality Observation
Teachstone, to conduct observations in all District of Columbia’s pre-K classrooms using the Classroom Assessment Scoring System® (CLASS®) Pre-K measure for the 2023-24 program …
MEASURING QUALITY IN RURAL KINDERGARTEN …
Classroom Assessment Scoring System, Kindergarten - Third grade (CLASS K-3); a scale developed to evaluate the quality of early classroom environments. Additional factors that …
RELATIONAL CLIMATE TEACHER SENSITIVITY Classroom …
Classroom Assessment Scoring System® (CLASS®) Tool Summary RELATIONAL CLIMATE Dimension Description Reflects the connections, emotions and respect conveyed by teachers, …
WHY CLASS? - f.hubspotusercontent10.net
Many early childhood programs now utilize the Classroom Assessment Scoring System (CLASS) to support growth and impact child outcomes. Developed to make teacher-child interactions …
The Early Childhood Instructional Support Toolkit & CLASSTM
the Classroom Assessment Scoring System (CLASSTM), an observational instrument developed at the University of Virginia. CLASSTM is used in an increasing number of preschool settings …
COMMENT MESURER LA QUALITÉ - tout-petits
(Classroom Assessment Scoring System) Climat positif L’enseignant et les enfants développent des relations saines et chaleureuses. L’enseignant entretient une certaine proximité physique …
Teacher’s Name(s): Date: Partner(s): The Infant Classroom …
Infant Classroom Assessment Scoring System® (CLASS®) Internal Self-Reflection Tool The Pennsylvania Key (7/2020) The Responsive Caregiving Domain assesses the positive …
HIGHSCOPE PRESCHOOL PQA CROSSWALK WITH …
the Classroom Assessment Scoring System (CLASS) These crosswalks were jointly developed by the HighScope® Educational Research Foundation and Teachstone® to show the connections …
NO. 92 ADB BRIEFS - Asian Development Bank
An analysis of classroom teaching videos from 3,000 teachers across grades 4–9 in the United States was conducted using the following five classroom observation instruments: (1) …
Alignment of the Classroom Assessment Scoring System …
Classroom Assessment Scoring System Preschool Program Quality Assessment Productivity Maximizing learning time • Provision of activities • Choice when finished • Few disruptions • …
Teacher-Student Relationships and Engagement: …
and elementary classrooms, the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2004 ) ; an accompanying concep-tualization of classrooms, the CLASS …
Classroom Assessment Scoring System® (CLASS)
CLASS Framework for Early Childhood Classroom Quality ‐ Toddler Learning Beyond Paper Alignment To the Classroom Assessment Scoring System® Indicators Emotional …
Was ist guter Unterricht? - Uni Kiel
Mit CLASS (Classroom Assessment Scoring System) wurde ein Beobachtungsinstrument entwickelt, das es ermöglicht, fächer- und jahr-gangsstufenübergreifend Interaktionen zwi …
VPK PROGRAM ASSESSMENT FREQUENTLY ASKED QUESTIONS
F.S., each VPK classroom is required to participate in a program assessment. The Classroom Assessment Scoring System (CLASS) is the identified tool for VPK program assessment. …
Third Party Observer Protocol - Louisiana Department of …
Early childhood observations using the Classroom Assessment Scoring System (CLASS®) are designed to provide compelling evidence related to the nature of interactions between children …
Guidance on the Use of Structured Classroom Observation …
Early Literacy Assessment, Preschool Classroom Mathematics Inventory or Classroom Assessment Scoring System. Using a Structured Observation Instrument for Coaching The …
The Classroom Assessment Scoring System: Findings from the
The Classroom Assessment Scoring System: Findings from the ... - JSTOR
February 2020 Collaboration Meetings Classroom …
Classroom Assessment Scoring System (CLASS®) February 2020 Collaboration Meetings. Objectives 1. Understand CLASS® as an observation tool 2. Identify how CLASS® connects …
Examining the factorial validity of the Individualized …
Clifford, and Cryer 2015; Classroom Assessment Scoring System, CLASS, Pianta, La Paro, and Hamre 2008), inCLASS focuses on children’s interactions in preschool class-rooms and …
Classroom Assessment Scoring System® (CLASS®) Birth-to …
Classroom Assessment Scoring System® (CLASS®) Birth-to-Five Tools Alignment & Summaries . 2 Descriptions of CLASS® Infant, Toddler, and PreK Dimensions That Recur Across Age …
HIGHSCOPE INFANT-TODDLER PQA CROSSWALK WITH …
the Infant and Toddler Classroom Assessment Scoring System (CLASS) These crosswalks were jointly developed by the HighScope® Educational Research Foundation and Teachstone® to …
VQB5 External CLASS® Observations FAQs
The Classroom Assessment Scoring System (CLASS®) is a validated, reliable observation tool that measures the quality of interactions between teachers and children. Research indicates …
What to know! CLASS and YOU! - The Early Learning …
With the widespread use of Classroom Assessment Scoring System (CLASS), the Early ... programs offering School Readiness must participate in CLASS assessment. 4. CLASS is …
Classroom Assessment Scoring System Observation Sheet …
Classroom Assessment Scoring System Observation Sheet Classroom Assessment Scoring System Observation Sheet The E-book Store, a digital treasure trove of bookish gems, boasts …
VPK PROGRAM ASSESSMENT FREQUENTLY ASKED …
VPK PROGRAM ASSESSMENT FREQUENTLY ASKED QUESTIONS . VPK PROGRAM ASSESSMENT . General . 1. What is Classroom Assessment Scoring System (CLASS)? …
Title: Teaching Through Interactions in Secondary School ... - ed
important that any assessment of teacher practices in secondary school class-rooms be linked to an understanding of adolescent development. One obser-vational measure used in several …
CLASS and ECERS-3 Safety with Three Year Olds
The DOE uses the Early Childhood Environmental Rating Scale (ECERS-3) and the Classroom Assessment Scoring System (CLASS) to measure quality and provide support to all Early …
A Learning Combination: Coaching with CLASS and the …
Approach and use of the Classroom Assessment Scoring System (CLASS), a standardized classroom observation instrument focused on teacher-child interactions (Pianta, LaParo, & …
Danielson’s Framework for Teaching for Classroom …
is the Classroom Assessment Scoring System [CLASS]). The FFT is aligned with the Interstate New Teachers Assessment and Support Consortium (INTASC) standards, which represent the …
Débuter avec CLASS - casiope.org
Classroom Assessment Scoring System (CLASS) est le système de référence pour évaluer et améliorer la qualité des pratiques éducatives Permet d’observer et de mesurer des …
CLASS assessor employment - elcmdm.org
The Classroom Assessment Scoring System® (CLASS®), the leading quality improvement system for teaching, it helps focus, measure and improve classroom interactions — a key …
CLASS Domain and Dimension Scores - Arlington Public Schools
The Classroom Assessment Scoring System (CLASS) is an observation tool developed at the University of Virginia’s Curry School of Education and managed by Teachstone. It is designed …
Review of the Book: Classroom Assessment Scoring System …
The Classroom Assessment Scoring System (CLASS) Manual K3 offers an alternative approach to improving students' academic and social development by focusing on what teachers do in …
Messung kindlicher Interaktions qualität in …
Oct 20, 2023 · Measurement of Children's Interaction Quality in Daycare Centers. A Critical-Constructive Study of the Individualized Classroom Assessment Scoring System Abstract: The …
1. What is CLASS? - TN.gov
The Classroom Assessment Scoring System (CLASS) is an observation instrument developed to assess classroom quality in preschool classrooms. The advantage of using CLASS …
DE CLASS IN DE KLASSS - Hogeschool Saxion
• Classroom Assessment Scoring System om die kwaliteit te meten: Pedagogisch Organisatorisch Educatief-didactisch . Proceskwaliteit gemeten met CLASS 3 Emotionele ondersteuning …
Framework for Building an Effective Student Assessment …
Aug 18, 2011 · An assessment system is a group of policies, structures, practices, and tools for generating and ... management of classroom assessment (this findings is based on analysis of …
Trends in Classroom - ed
Figure 1. Example of trends in classroom observation scores from the UTQ study. Each panel plots scores from the Classroom Assessment Scoring System–Secondary (CLASS-S) protocol …
Performance Profiles Frequently Asked Questions
The C LASSroom Assessment Scoring System or C LASS® is a research-based system of 8-10 measures that assesses children’s experiences and interactions within the classroom through …
Early Childhood Research Quarterly - ed
This study was the first assessment of its factor structure and validity, an important step given its widespread use. An ECERS-3 observation was conducted in 1063 preschool classrooms in …
