| create your own assessment: Cheating Lessons James M. Lang, 2013-09-02 Cheating Lessons is a guide to tackling academic dishonesty at its roots. James Lang analyzes the features of course design and classroom practice that create cheating opportunities, and empowers teachers to build more effective learning environments. Instructors who curb academic dishonesty become better educators in other ways as well. |
| create your own assessment: Resources for Student Assessment Peggy Kelly, M. G. Kelly, Jon Haber, 2006 Detailed guidelines for creating and choosing reliable tests of technology literacy for various grades, as well as case studies and best practices at the site, district, and state levels.--School Library Journal |
| create your own assessment: 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. |
| create your own assessment: Leaders of Their Own Learning Ron Berger, Leah Rugen, Libby Woodfin, EL Education, 2014-01-07 From EL Education comes a proven approach to student assessment Leaders of Their Own Learning offers a new way of thinking about assessment based on the celebrated work of EL Education schools across the country. Student-Engaged Assessment is not a single practice but an approach to teaching and learning that equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them. This requires a set of interrelated strategies and structures and a whole-school culture in which students are given the respect and responsibility to be meaningfully engaged in their own learning. Includes everything teachers and school leaders need to implement a successful Student-Engaged Assessment system in their schools Outlines the practices that will engage students in making academic progress, improve achievement, and involve families and communities in the life of the school Describes each of the book's eight key practices, gives advice on how to begin, and explains what teachers and school leaders need to put into practice in their own classrooms Ron Berger is Chief Program Officer for EL Education and a former public school teacher Leaders of Their Own Learning shows educators how to ignite the capacity of students to take responsibility for their own learning, meet Common Core and state standards, and reach higher levels of achievement. DVD and other supplementary materials are not included as part of the e-book file, but are available for download after purchase. |
| create your own assessment: Designing Effective Assessments James H. Stronge, Leslie W. Grant, Xianxuan Xu, 2017 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. |
| create your own assessment: Knowing What Students Know National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Testing and Assessment, Committee on the Foundations of Assessment, 2001-10-27 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. |
| create your own assessment: 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 |
| create your own assessment: The Knowledge Gap Natalie Wexler, 2020-08-04 The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| create your own assessment: Performance Assessments for Adult Education National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Testing and Assessment, Committee for the Workshop on Alternatives for Assessing Adult Education and Literacy Programs, 2002-08-01 In the United States, the nomenclature of adult education includes adult literacy, adult secondary education, and English for speakers of other languages (ESOL) services provided to undereducated and limited English proficient adults. Those receiving adult education services have diverse reasons for seeking additional education. With the passage of the WIA, the assessment of adult education students became mandatory-regardless of their reasons for seeking services. The law does allow the states and local programs flexibility in selecting the most appropriate assessment for the student. The purpose of the NRC's workshop was to explore issues related to efforts to measure learning gains in adult basic education programs, with a focus on performance-based assessments. |
| create your own assessment: Assessment as a Catalyst for Learning Garnet Hillman, Mandy Stalets, 2021-07-09 When designed in ways that inspire and motivate, assessment is a gift to our students. With this resource as your guide, you'll embrace a fresh mindset where assessment becomes a process that propels meaningful learning for all. Authors Garnet Hillman and Mandy Stalets dive deep into how you can work individually or collaboratively to intentionally identify and unwrap priority standards, develop learning progressions, design assessments, and plan daily instruction. Design mindful, intentional assessment practices that develop learning progressions and help students plan their own path to proficiency: Understand how to use formal and informal formative assessment as well as summative assessment to empower students and increase learning for all. Analyze ways to plan backward and design mindful assessment and instruction. Receive practical steps for application for developing learning progressions, summative assessments, and formative assessments. Discover how to collaborate around assessment with professional learning community (PLC) concepts. Answer end-of-chapter reflection questions to deepen your understanding of key concepts. Contents: Acknowledgments Table of Contents About the Authors Introduction Chapter 1: Assessment Defined Chapter 2: Learning Progressions Chapter 3: Summative Assessment Chapter 4: Informal Formative Assessment Chapter 5: Formal Formative Assessment Chapter 6: Assessment Comes Full Circle Conclusion References and Resources Index |
| create your own assessment: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 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. |
| create your own assessment: Successful Student Writing through Formative Assessment Harry Grover Tuttle, 2013-09-13 Use formative assessment to dramatically improve your students’ writing. In Successful Student Writing Through Formative Assessment, educator and international speaker Harry G. Tuttle shows you how to guide middle and high school students through the prewriting, writing, and revision processes using formative assessment techniques that work. This brand new set of strategies includes real writing samples plus easy-to-use applications that will allow you to monitor, diagnose, and provide continual feedback to your students. You'll help them perfect their written communication skills and ready them for further growth. Tuttle offers tips on breaking large writing assignments into several smaller tasks, identifying red flags, varying your feedback methods, and more. Enhance your instruction by assessing students at specific points throughout the writing process, and help them to become better writers as a result! |
| create your own assessment: Assessing with Respect Starr Sackstein, 2021-03-24 Learn how approaching assessment through the lens of social and emotional learning can help ensure fair, equitable assessment; enhance learning; and improve students' emotional health. |
| create your own assessment: Assessment for Learning Stephen Chappuis, 2004 Helps administrators gain a clear vision of what excellence in assessment looks like and what it takes to achieve that vision. The specific competencies leaders need to support assessment FOR learning are identified, with activities and resources to help them learn and apply the skills. Written for use by individuals or group study.--Publisher's website. |
| create your own assessment: Toward a Composition Made Whole Jody L. Shipka, 2011-04-30 To many academics, composition still represents typewritten texts on 8.5 x 11 pages that follow rote argumentative guidelines. In Toward a Composition Made Whole, Jody Shipka views composition as an act of communication that can be expressed through any number of media and as a path to meaning-making. Her study offers an in-depth examination of multimodality via the processes, values, structures, and semiotic practices people employ every day to compose and communicate their thoughts. Shipka counters current associations that equate multimodality only with computer, digitized, or screen-mediated texts, which are often self-limiting. She stretches the boundaries of composition to include a hybridization of aural, visual, and written forms. Shipka analyzes the work of current scholars in multimodality and combines this with recent writing theory to create her own teaching framework. Among her methods, Shipka employs process-oriented reflection and a statement of goals and choices to prepare students to compose using various media in ways that spur their rhetorical and material awareness. They are encouraged to produce unusual text forms while also learning to understand the composition process as a whole. Shipka presents several case studies of students working in multimodal composition and explains the strategies, tools, and spaces they employ. She then offers methods to critically assess multimodal writing projects. Toward a Composition Made Whole challenges theorists and compositionists to further investigate communication practices and broaden the scope of writing to include all composing methods. While Shipka views writing as crucial to discourse, she challenges us to always consider the various purposes that writing serves. |
| create your own assessment: Teacher-Made Assessments Christopher R. Gareis, Leslie W. Grant, 2015-03-24 Assessment is not only a measure of student learning, but a means to student learning. This bestselling book guides you in constructing and using your own classroom assessments, including tests, quizzes, essays, and rubrics to improve student achievement. You will learn how to weave together curriculum, instruction, and learning to make assessment a more natural, useful part of teaching. Find out how to... ensure your assessments are fair, reliable, and valid; construct assessments that meet the level of cognitive demand expected of students; create select-response items and understand technology-enhanced items that are increasingly being used on assessments; use constructed-response items and develop scoring criteria such as rubrics; and analyze student results on assessments and use feedback more effectively. This second edition features updated examples that reflect the Common Core State Standards as well as other content standards and new, useful samples of teacher-friendly techniques for strengthening classroom assessment practices. No matter what grade level or subject area you teach, this practical book will become your go-to resource for designing effective assessments. |
| create your own assessment: The Perfect Assessment System Rick Stiggins, 2017-03-24 It's time to move our assessment practices from the 1950s to the century we're living in. It's time to invest in our teachers and local school leaders instead of in more tests. It's time to help all students understand how to unleash their strengths and gain a sense of themselves as learners capable of choosing their own paths to success. In The Perfect Assessment System, Rick Stiggins calls for the ground-up redevelopment of assessment in U.S. education. Speaking from more than 40 years of experience in the field—and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions—Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom. He addresses Assessment purpose—how (and why) to clarify the reason for every assessment and the users it will serve. Learning targets to be assessed—how to make sure we focus on the right competencies and set consistent definitions of success. Assessment quality—how to ensure every assessment, at every level, is an excellent one. Communication of assessment results—how to share information in ways that best support diverse purposes. Assessment impact—how to link assessment to truly productive, universal student motivation. We have not yet begun to explore assessment's true potential to enhance both school quality and student well-being. Stiggins kicks off this critical conversation and charts a course for a new system that promises much higher levels of student success at a fraction of our current testing costs. The door is open for assessment reform; here is a bold plan for getting it right. |
| create your own assessment: The Power of Assessment for Learning Margaret Heritage, Christine Harrison, 2019-11-15 The future of Assessment for Learning 20 years after Inside the Black Box Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. The Power of Assessment for Learning: Twenty Years of Research and Practice in UK & US Classrooms examines the practices and processes of formative assessment over time in both countries, evaluates the benefits accrued to teaching and learning, and considers future developments in growing and sustaining AfL practice. It features: Key AfL ideas, approaches, and supports Vignettes of classroom practice that illustrate AfL in action in the U.K. and U.S. Practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspective Focused on student-centeredness and rich with classroom examples, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs. |
| create your own assessment: PE Metrics SHAPE America - Society of Health and Physical Educators, 2018-03-05 If you are looking for the definitive resource to help you measure your students’ achievement, your search is over. PE Metrics: Assessing Student Performance Using the National Standards & Grade-Level Outcomes for K-12 Physical Education, Third Edition, aligns with SHAPE America’s National Standards and Grade-Level Outcomes for K-12 Physical Education, was created by SHAPE America and its writing team, and was reviewed by researchers and teachers with expertise in assessment. The result is a text that you can use with confidence as you help develop physical literacy in your students. Written for physical educators, administrators, and curriculum writers (and for physical education majors and minors), this latest edition offers the following: • 130 ready-to-use assessments for kindergarten through grade 12 (65 elementary, 43 middle school, and 22 high school) • Worksheets, checklists, and rubrics that support the assessments • Guidance on creating your own assessments for any lesson or unit These assessments are aligned with the three SHAPE America lesson planning books for elementary, middle, and secondary school and dovetail with SHAPE America’s The Essentials of Teaching Physical Education. The assessments can be used as they are, or you can modify them or use them as samples in creating assessments that are best suited to your needs. PE Metrics, now in a four-color design, is organized into four main parts: Part I introduces the purpose and uses of assessment, how to develop an assessment plan, and the various types of assessments and tools you can use. Part II contains sample assessments for students in grades K-5, focusing on fundamental motor skills; as such, the elementary-level assessments center heavily on Standard 1. In part III, the emphasis shifts to middle school assessments, with a concentration on Standard 2 and on the categories of dance and rhythms, invasion games, net/wall games, fielding/striking games, outdoor pursuits, aquatics, and individual-performance activities. Part IV offers sample assessments for high school students, with a priority on providing evidence of the knowledge and skills students will need to remain active and fit after they leave high school. This resource provides a comprehensive, performance-based assessment system that enables you to incorporate assessment into every facet of your teaching, create assessments that are unique to your program, and measure your students’ performance against the grade-level outcomes. The assessments are process focused and are designed to measure multiple constructs as well as provide meaningful feedback to students—ultimately helping them to develop holistically across all three learning domains (psychomotor, cognitive, and affective). PE Metrics will help you instill in students the knowledge, skills, and confidence they need to enjoy a lifetime of healthful physical activity. |
| create your own assessment: Creating Scientists Christopher Moore, 2017-11-22 Learn how to shift from teaching science content to teaching a more hands-on, inquiry-based approach, as required by the new Next Generation Science Standards. This practical book provides a clear, research verified framework for building lessons that teach scientific process and practice abilities, such as gathering and making sense of data, constructing explanations, designing experiments, and communicating information. Creating Scientists features reproducible, immediately deployable tools and handouts that you can use in the classroom to assess your students’ learning within the domains for the NGSS or any standards framework with focus on the integration of science practice with content. This book is an invaluable resource for educators seeking to build a community of practice, where students discover ideas through well-taught, hands-on, authentic science experiences that foster an innate love for learning how the world works. |
| create your own assessment: 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. |
| create your own assessment: The Assessment Bridge Pearl G. Solomon, 2002-06-14 Just the kind of bridge we need to span the ideological wars and make schools work for teachers and their students. Ann Lieberman Senior Scholar, Carnegie Foundation for the Advancement of Teaching Visiting Professor, Stanford University In her supremely well-written and useful book, Dr. Solomon has woven together historical perspective, research, and her own considerable experience to address reforming schools in the 21st Century. After defining the problem (productive change), Dr. Solomon has examined 'old' solutions and conceptualized new ones to create better schools for students. Nancy Goldman, Director of Curriculum Pearl River School District Pearl River, NY Standards and implementation of the learning process go hand in hand. The Assessment Bridge makes us clearly aware of the present need for a bridge between the two so that standards may not create greater failure and the rejection of formal education by many children. Matthew Foley, Pastor Epiphany Roman Catholic Church We must ensure that tests serve the needs of education -- not force education to fulfill needs of test creators.The Assessment Bridge is award-winning educator Pearl Solomon's penetrating and cogent examination of today's high-stakes standards-based testing movement, which seems to compromise effective teaching and learning rather than improve it. Committed teachers know the importance of student assessment as a guide to classroom instruction. Restoring assessment to its proper place in the curriculum is the goal of this clear-headed analysis. Chapters cover: The origins and history of the current testing movementHow good tests guide teaching and learning How to balance standardized tests, curriculum standards, and critical local variables such as class size, socioeconomics, and teacher attitudes How to build b |
| create your own assessment: How to Make Your Own Video or Short Film Bob Harvey, 2008-04-25 New technologies now offer accessibility to the medium of video and film for virtually anyone who feels they have something to say. You might be: someone who wants to create a video to share online; someone who wants to record and document everyday events that happen around you; a charity worker wanting to highlight the plight of the less fortunate, or a journalist keen to use film to explore social issues; an artist or a writer eager to experiment within an an audio visual medium; anyone who wants to step into a world of discovery and challenge, and learn new skills along the way.This book offers an abundance of hints, tips and practical advice that will help emerging film-makers discover an exciting form of expression, either for personal satisfaction or to make their mark in a highly competitive industry. It includes: deciding what kind of film you want to make; choosing a camera; choosing your subject matter; dealing with copyright; using music to enhance your film; working with professional actors; researching information and avoiding location problems; production meetings; budgets; schedules; conducting interviews for documentaries; digital editing; aound and lighting techniques; and, making your film stand out from the crowd. |
| create your own assessment: Progress Plain and Simple Michael Harpham, 2020-02-18 What is progress in learning? How do we see progress being made in a lesson? This book offers a fresh perspective on teaching, learning and progress in the classroom. Written by an experienced teacher and school leader, Michael Harpham, it explores the different ways in which progress can be made in the classroom and how it can be more effectively delivered, identified, evidenced, measured and assessed. The book provides an overview of progress in schools for both teachers and school leaders, including what is meant by progress and what it looks like in lessons, as well as its implications on assessment, leadership, and internal and external school evaluation. It offers over thirty situation-driven strategies and activities to help develop and deliver progress in and beyond the classroom, focussing on five measures: Skills Knowledge Accuracy Resilience Independent learning Full of tips to help improve progress in schools, this is essential reading for all teachers, school leaders and parents. |
| create your own assessment: Fitness, Vol. I: Lessons 1 - 45 Prodigy Books, 2023-07-02 Prodigy Books is committed to providing publisher-quality, low-cost, outstanding educational content to teachers, students, and parents around the world. This book is the first of two volumes in Fitness, containing lessons 1 - 45. Volume I: Lessons 1 - 45 Volume II: Lessons 46 - 90 This title is part of the Prodigy Books Textbook Series. |
| create your own assessment: From Standards to Rubrics in Six Steps Kay Burke, 2010-10-18 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. |
| create your own assessment: Critical Thinking and Formative Assessments Todd Stanley, Betsy Moore, 2013-09-05 Develop your students' critical thinking skills and prepare them to perform competitively in the classroom, on state tests, and beyond. In this book, Moore and Stanley show you how to effectively instruct your students to think on higher levels, and how to assess their progress. As states implement the Common Core State Standards, teachers have been called upon to provide higher levels of rigor in their classrooms. Moore and Stanley demonstrate critical thinking as a key approach to accomplishing this goal. They explore the benefits of critical thinking and provide the tools you need to develop and monitor critical thinking skills in the classroom. Topics include: The Difference Between Higher-Level and Lower-Level Thinking Writing Higher-Level Thinking Questions Assessing Critical Thinking Strategies to Develop Higher-Level Thinking Skills |
| create your own assessment: Shake Up Learning Kasey Bell, 2018-03-05 Is the learning in your classroom static or dynamic? Shake Up Learning guides you through the process of creating dynamic learning opportunities-from purposeful planning and maximizing technology to fearless implementation. |
| create your own assessment: Assessing Readers Rona Flippo, 2014-01-23 A Co-publication of Routledge and the International Reading Association This new edition of Assessing Readers continues to bridge the gap between authentic, informal, and formative assessments, and more traditional quantitative, and summative assessment approaches. At the heart of the book is respect and confidence in the capabilities of knowledgeable teachers to make the correct literacy decisions for the students they teach based on appropriate assessments. Inclusive and practical, it supports individual classroom teachers' knowledge, beliefs, decisions, and roles and offers specific assessment, instruction, and organizational ideas and strategies, while incorporating a range of perspectives that inform the field of reading and literacy education, covering the most important ideas and information found in more traditional reading diagnosis books. Changes in the Second Edition Addresses the Common Core State Standards Includes Response to Intervention (RTI) Discusses family literacy in language-diverse homes and the needs of ELL students Covers formative assessment Offers ideas and guidelines for ELL assessment Looks at issues of accountability and teaching to prescribed state tests and objectives versus accommodating to them – the pitfalls and problems and how to cope Provides new practical examples, including new rubrics, more teacher-developed cognitive assessments, a new case study, and new teacher-developed strategy lessons |
| create your own assessment: 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. |
| create your own assessment: The College Classroom Assessment Compendium Jay Parkes, Dawn Zimmaro, 2017-12-06 The College Classroom Assessment Compendium provides new and seasoned instructors with comprehensive strategies, perspectives, and solutions for the daily challenges and issues involved in student assessment. Composed of cross-referenced, research-based entries organized for effective and immediate access, this book provides systematic explanations of assessment policies and practices, including guidelines for classroom implementation. Situated beyond the techniques covered in most instructor training and preparation, these practical entries draw from a variety of disciplines and offer an invaluable reference for college instructors interested in developing coherent, reliable classroom assessment climates. |
| create your own assessment: The Principal as Assessment Leader Thomas R, Guskey, 2010-05-01 This book explores the importance of effective classroom assessment to student achievement and the role of school leaders to model and spark positive change through building teacher literacy, providing targeted professional development, acquiring appropriate technology, and more. With insights from expert practitioners, this book helps schools make the shift to best-practice assessment for districtwide improvements in student learning. Benefits • Identify the characteristics of an effective, balanced assessment system. • Find insights into how principals can best support improved assessment practice in the classroom. • Create professional development opportunities that build schoolwide assessment literacy. • Learn about assessment technology tools, including what to look for, how to use them, and what to expect from staff. • Incorporate data analysis that staff will commit to and use to improve student learning. • Understand the advantages of implementing standards-based grading and reporting. • Gain strategies for using assessment processes to engage learners at risk. |
| create your own assessment: Student Self-Assessment Katie White, 2021-10-22 Increase the achievement of every learner with Student Self-Assessment. In this practical guide, author Katie White outlines how to plan and implement various self-assessment strategies to ensure student growth at all grade levels. She covers every stage of the process--from setup to goal setting to celebrating. In each chapter, you'll find helpful step-by-step guidelines as well as questions to guide conversation and reflection throughout the journey. Understand how self-assessment skills benefit students now and in the future. Learn how to set up a self-assessment process and document learning. Train students to analyze and reflect on their own performances. Set strong, achievable goals in order to motivate students to realize their potential. Celebrate successes and continue to engage students with self-assessment. Contents: Introduction: Embracing Student Self-Assessment Chapter 1: Making a Compelling Case for Student-Self-Assessment Chapter 2: Setting Up a Self-Assessment Process and Documenting Learning Chapter 3: Engaging in Analysis and Reflection Chapter 4: Imagining Possibilities and Setting Goals Chapter 5: Celebrating Growth Chapter 6: Examining Age, Security, Families, and Other Factors Epilogue Appendix: Sample Data Notebook Sequence References and Resources Index |
| create your own assessment: The College Instructor's Guide to Writing Test Items Michael Rodriguez, Anthony Albano, 2017-05-25 The College Instructor’s Guide to Writing Test Items: Measuring Student Learning addresses the need for direct and clear guidance on item writing for assessing broad ranges of content in many fields. By focusing on multiple-choice response items, this book provides college instructors the tools to understand, develop, and use assessment activities in classrooms in a way that consistently supports learning. Including dozens of example items and additional resources to support the item development process, this volume is unique in its practical-focus, and is essential reading for instructors and soon-to-be educators, professional development specialists, and higher education researchers. As teaching, assessment, and learning are inherently intertwined, The College Instructor’s Guide to Writing Test Items both facilitates the development of instructors’ own practice and improves the learning outcomes and success of students. |
| create your own assessment: Differentiation Strategies for Social Studies Wendy Conklin, 2009-07-01 Written specifically for social studies teachers at all levels, this resource helps facilitate the understanding and process of writing differentiated lessons to accommodate all readiness levels, learning styles, and interests. |
| create your own assessment: Nurturing the Talent to Nurture the Legacy Amy M. Schuman, 2011-01-04 Career development is often neglected in family firms, yet it is essential to the continuous process of building leadership capacity for the future. A well-planned and effective career-development process enables individuals meet the strategic challenges of the future. This guide enables family businesses to shed their sink or swim attitudes and foster the development of highly skilled leaders for succeeding generations of success. |
| create your own assessment: Teaching While White Laura A. Roy, 2018-10-16 This book endeavors to cultivate activism literacies in White teachers in order to disrupt the system of white supremacy and racial oppression in education. This book focuses primarily on White teachers’ responsibility in becoming advocates for, and accomplices to communities of color. Through the lens of Critical Race Teacher Activism (CRTA), this book seeks to support teachers in critiquing and transforming pedagogy and curriculum in predominantly white spaces in order to interrupt the single story and amplify voices that are marginalized, silenced, or omitted from curriculum. |
| create your own assessment: Using Technology with Elementary Music Approaches Amy M. Burns, 2020-08-18 Do you find it challenging to integrate technology into your elementary music classroom? Do you feel that it could enhance your classroom experience if you could implement it in an approachable and realistic way? In Using Technology with Elementary Music Approaches, author Amy M. Burns offers an all-in-one, classroom-vetted guide to integrate technology into the music classroom while keeping with core educational strategies. In this book, you will find practical lessons and ideas that can be used in any elementary classroom, whether that classroom has one device per educator or a device for every student. Written for a range of experience levels, lessons further enhance classrooms that utilize the approaches of Feierabend, Kodály, Orff Schulwerk, and project-based learning. Experts from each field-Dr. Missy Strong, Glennis Patterson, Ardith Collins, and Cherie Herring-offer a variety of approaches and project ideas in the project-based learning section. Complemented by a companion website of lesson videos, resource guides, and more, Using Technology with Elementary Music Approaches allows new and veteran educators to hit the ground running on the first day of school. |
| create your own assessment: Problem-Solver's Math Journal Guide Teacher Created Materials Staff, 2005-01-15 Use the Teacher's Guide with your students Problem-Solver's Math Journal. Teacher's Guides include the answer key. |
| create your own assessment: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 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 |
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Create - Minecraft Mods - CurseForge
Welcome to Create, a mod offering a variety of tools and blocks for Building, Decoration and Aesthetic Automation. The added elements of tech are designed to leave as many design …
CREATE Definition & Meaning - Merriam-Webster
The meaning of CREATE is to bring into existence. How to use create in a sentence.
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CREATE Definition & Meaning | Dictionary.com
Create definition: to cause to come into being, as something unique that would not naturally evolve or that is not made by ordinary processes.. See examples of CREATE used in a sentence.
CREATE | English meaning - Cambridge Dictionary
CREATE definition: 1. to make something new, or invent something: 2. to show that you are angry: 3. to make…. Learn more.
CREATE definition and meaning | Collins English Dictionary
The lights create such a glare it's next to impossible to see anything behind them. [ VERB noun ] Criticizing will only destroy a relationship and create feelings of failure.
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Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.
Create - Definition, Meaning & Synonyms - Vocabulary.com
Jun 9, 2025 · To create simply means to make or bring into existence. Bakers create cakes, ants create problems at picnics, and you probably created a few imaginary friends when you were …
create verb - Definition, pictures, pronunciation and usage notes ...
create to make something exist or happen, especially something new that did not exist before: Scientists disagree about how the universe was created. make or create? Make is a more …
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Follow these steps to create a high-quality prompt: Be Specific: Include as many relevant details as possible. For example, instead of just "astronaut," provide context and visual cues.
Create - Minecraft Mods - CurseForge
Welcome to Create, a mod offering a variety of tools and blocks for Building, Decoration and Aesthetic Automation. The added elements of tech are designed to leave as many design …
CREATE Definition & Meaning - Merriam-Webster
The meaning of CREATE is to bring into existence. How to use create in a sentence.
Your Home for How-To - CreateTV
Create TV brings together the best is public television how-to and lifestyle programs for around-the-clock broadcast.
CREATE Definition & Meaning | Dictionary.com
Create definition: to cause to come into being, as something unique that would not naturally evolve or that is not made by ordinary processes.. See examples of CREATE used in a sentence.
CREATE | English meaning - Cambridge Dictionary
CREATE definition: 1. to make something new, or invent something: 2. to show that you are angry: 3. to make…. Learn more.
CREATE definition and meaning | Collins English Dictionary
The lights create such a glare it's next to impossible to see anything behind them. [ VERB noun ] Criticizing will only destroy a relationship and create feelings of failure.
Scratch - Imagine, Program, Share
Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.
Create - Definition, Meaning & Synonyms - Vocabulary.com
Jun 9, 2025 · To create simply means to make or bring into existence. Bakers create cakes, ants create problems at picnics, and you probably created a few imaginary friends when you were …
create verb - Definition, pictures, pronunciation and usage notes ...
create to make something exist or happen, especially something new that did not exist before: Scientists disagree about how the universe was created. make or create? Make is a more …
