Education: examinations and assessment Books

Book SynopsisValuable for practitioners who wish to improve their teaching and their students' learning, and for researchers concerned with putting ideas of formative assessment into teaching practice.Richard J. Shavelson, Margaret Jack Professor of EducationStanford UniversityDrawing from conceptual principles and empirical findings that establish the crucial role of ongoing formative assessment, the authors describe a professional development framework and program that prepares teachers to adjust their teaching to student thinking in the moment and to refine assessments to better reveal students' understandings throughout instruction.Joan I. Heller, DirectorHeller Research AssociatesA reflective process for integrating assessment and instruction! Because assessment and instruction are two sides of the same coin, it is critical for teachers to not only assess what students understand, but also use that information to adjust thTrade Review"All assessment is formative—what a great idea! Here′s a resource to take you from good assessment ideas to good assessment practices. Building on the work of many assessment and professional development experts, DiRanna and her colleagues have created a reasoned and realistic guide to assessment-centered teaching that is grounded in the realities of the classroom and that aspires to greater student learning." -- Elizabeth K. Stage, Director, Lawrence Hall of Science"An excellent and timely resource for administrators, teachers, teacher educators, and inservice professionals. This book sheds light on the all-too-often missing link in teaching and learning: formative assessment. Applicable across subject areas and grade levels, this resource provides a very helpful balance of educational vision and rationale, practical tools and procedural guidance, and compelling stories of transformed instruction in teachers’ own words." -- Pamela Aschbacher, Director of Research and Evaluation"Makes practical the notion that teaching, learning, and assessment go hand-in-hand. Good teaching activities make good assessment tasks and vice versa. The reflective practitioner, as envisioned in this book, uses assessment information to re-engage students and move them along a progression of learning. This is a valuable book for practitioners who wish to improve their teaching and their students’ learning, and for researchers concerned with putting ideas of formative assessment into teaching practice." -- Richard J. Shavelson, Margaret Jack Professor of Education"This ambitious work provides nothing short of a blueprint for raising teacher education programs to new standards for professional preparation, which in turn would improve student achievement levels. Drawing from conceptual principles and empirical findings that establish the crucial role of ongoing formative assessment, the authors describe a professional development framework and program that actually prepares teachers to adjust their teaching to student thinking in the moment and to refine assessments to better reveal students’ understandings throughout instruction. I highly recommend this book to scholars, practitioners, and interested stakeholders in teaching and teacher development." -- Joan I. Heller, DirectorTable of ContentsForeword Introduction Acknowledgments About the Authors 1. Building the Foundation 2. Assessment-Centered Teaching 3. Reflective Practice: The Assessment-Centered Teaching (ACT) Portfolio 4. Plan Assessment and Instruction: Establish Quality Goals for Student Learning and Progress by Developing the Conceptual Flow 5. Plan Assessment and Instruction: Select or Design Appropriate Assessments Using the Record of Assessments in Instructional Materials (RAIM) 6. Plan for Assessment and Instruction: Prepare for Assessments 7. Analyze: Interpret Student Work Using Scoring Criteria 8. Interpreting Student Work Through Analysis of Patterns and Trends 9. Use Evidence: Guide Instruction 10. Use Evidence: Revise Assessments 11. Professional Development Design 12. Reflective Practice for Transformative Learning: Lessons Learned Resource A. Resources for Further Learning References CD-Rom: Resource B--Appendix

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Book SynopsisA rare opportunity for the new generation of educators to learn alongside a well-known and experienced educator to integrate all learning styles into assessments. Principals should consider this for faculty book studies. The presented techniques will, no doubt, raise standardized test scores while teachers continue to present real curriculum.Janette Bowen, Sixth-Grade TeacherJunction City Middle School, KSGive all students an equal chance to perform well on your classroom tests and assessments!In today's diverse classrooms, students of different socioeconomic, linguistic, and cultural backgrounds and ability levels share a common learning environment. To meet each student's unique strengths and needs, educators need flexible testing and assessment strategies that fulfill the requirements for standardized assessment and accountability in ways that don't put students at a disadvantage because of their differences.ClassrooTrade Review“A rare opportunity for the new generation of educators to learn alongside an experienced educator to integrate all learning styles into assessments. Principals should consider this for faculty book studies. The presented techniques will, no doubt, raise standardized test scores while teachers continue to present real curriculum.” -- Janette Bowen, Sixth-Grade Teacher"Middle and secondary teachers will find this book extremely useful. It flows logically through the assessment process with a plethora of examples for a range of students." -- Erin E. Barton, Assistant Professor of Special EducationTable of ContentsAcknowledgments About the Author Introducing Inclusive Classroom Testing and Assessment Practices 1. Creating and Grading Valid and Accessible Teacher-Made Tests What Factors Should I Consider in Determining the Content of My Tests? How Can I Foster the Readability and Legibility of My Tests? How Can I Format My Tests to Help My Students to Be Organized and Motivated and to Pay Attention? How Can I Help My Students Understand and Follow Test Directions? How Can I Compose Understandable, Useful, Valid, and Appropriate Test Items? How Can I Grade My Teacher-Made Tests? 2. Determining and Implementing Valid and Appropriate Testing Accommodations What Are the Elements of Valid Testing Accommodations? What Are the Different Types of Testing Accommodations? Who Is Eligible to Receive Testing Accommodations? How Are Valid and Appropriate Testing Accommodations for Students Determined? How Can the Implementation of Testing Accommodations Be Fostered? 3. Using Technology-Based Testing How Can Technology-Based Testing Be Used to Enhance Student Motivation and Feedback and Minimize Student Errors? How Can Technology-Based Testing Be Used to Present Test Directions and Items to Students? How Can Technology-Based Testing Be Used to Help Students Respond to Objective Test Questions? How Can Technology-Based Testing Be Used to Help Students Respond to Essay Tests Questions? What Concerns Need to Be Considered and Addressed When Using Technology-Based Testing? 4. Teaching Effective Study and Test-Taking Skills and Strategies How Can I Assess My Students? Study and Test-Taking Skills and Strategies? What Effective Study Skills and Strategies Do My Students Need to Learn? What Effective Test-Taking Skills and Strategies Do My Students Need to Learn? How Can I Help My Students Who Experience Test Anxiety? How Can I Teach Effective Study and Test-Taking Skills and Strategies to My Students? How Can I Work With My Students? Families to Support Their Children?s Use of Effective Study and Test-Taking Skills? 5. Using Classroom Assessments How Can I Use Classroom Assessments to Monitor the Learning Progress of My Students? How Can I Use Classroom Assessments to Implement Performance Assessment? How Can I Use Technology to Implement Performance Assessment? Appendix A Appendix B References Index

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Book SynopsisA powerful model for helping struggling students succeedHow can you ensure that you are grading your exceptional students fairly? Teachers receive very little guidance for grading students with disabilities, English learners, and those receiving services through a response-to-intervention (RTI) process. This practitioner-friendly book provides teachers and administrators with an effective framework for assigning grades that are accurate, meaningful, and legally defensible. The authors' easy-to-follow, five-step standards-based inclusive grading model helps teachers: Determine appropriate expectations for each student Understand the differences between accommodations and modifications Grade based on modified expectations Communicate the meaning of grades to students and their families Included are a graphic illustration of the grading model, sample report cards and progress reports, and vignetteTrade Review"The model presented in this book is the best one I know for approaching the difficult task of grading exceptional and struggling learners. It makes sense, and it honors principles of learning, instruction, and validity of measurement. Examples show how the model applies to a variety of struggling students. The book is clear and readable. I recommend it for teachers at all levels." -- Susan M. Brookhart, Education Consultant"This new book represents a practical resource for all teachers and administrators whose goal is to provide appropriate and equitable assessment practices for students who may be at risk for academic failure. It is especially refreshing to see the way Lee Ann Jung and Thomas Guskey pay special attention to the fair treatment of English Language Learners included in this volume." -- Andrea Honigsfeld, Professorand Co-Authorof Collaboration and Co-TeachingTable of ContentsAbout the Authors 1. The Challenges of Grading Struggling Learners 2. A Foundation for Change 3. The Inclusive Grading Model 4. Accommodations and Modifications 5. Measuring Progress on Modified Standards With Gerry M. Swan 6. Facilitating Change 7. Frequently Asked Questions About Grading Struggling Learners Conclusion References Index

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Book SynopsisStudents from kindergarten to 12th grade can learn to compare and contrast, to describe and explain, if they are taught these words explicitly. Marilee Sprenger has curated a list of the critical words students must know to be successful with any standardized assessment they encounter.

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Book SynopsisTo be effective, grading policies and practices must be based on trustworthy research evidence. By distilling the vast body of research evidence into meaningful, actionable findings and strategies, this book is the jump-start all stakeholders need to build a better understanding of what works - and where to go from here.

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Book SynopsisStandardized tests have become the gateway to higher education . . . but should they be?For more than seventy-five years, standardized tests have been considered a vital tool for gauging students' readiness for college. However, few peopleincluding students, parents, teachers, and policy makersunderstand how tests like the SAT or ACT are used in admissions decisions. Once touted as the best way to compare students from diverse backgrounds, these tests are now increasingly criticized as being biased in favor of traditionally privileged groups. A small but growing number of colleges have made such testing optional for applicants. Is this the right way to go? Measuring Success investigates the research and policy implications of test-optional practices, considering both sides of the debate. Does a test-optional policy result in a more diverse student body or improve attainment and retention rates? Drawing upon the expertise of higher education researchers, admissions officers, enrollmenTable of ContentsThe Emergence of Standardized Testing and the Rise of Test-Optional Admissions Practices1. Eight Myths about Standardized Admissions Testing 2. The Core Case for Testing3. Grade Inflation and the Role of Standardized Testing 4. Merit and Scholarships in Providing Assistance to Students and the Role of Standardized Tests5. When HSGPA and Test Scores Disagree6. The Rise of Test-Optional Admissions Practices7. Going Test-Optional8. Test Scores and High School Grades as PredictorsComment to Test Scores and High School Grades as Predictors9. How Do Percent Plans and Other Test-Optional Admissions Programs Affect the Academic Performance and Diversity of the Entering Class?10. The Test-Optional Movement at America's Selective Liberal Arts Colleges11. The Effect of Going Test-optional on Diversity and Admissions, by Kyle SweitzerThe Future of College AdmissionsList of ContributorsIndex

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Book SynopsisA comprehensive history of evaluation in American higher education. In Grading the College, Scott M. Gelber offers a comprehensive history of evaluating teaching and learning in higher education. He complicates the conventional narrative that portrays evaluation as a newfangled assault on the integrity of higher education while acknowledging that there are many compelling reasons to oppose those practices. The evaluation of teaching and learning, Gelber argues, presented genuine dilemmas that have attracted the attention of faculty members and academic leaders since the 1920s. Especially during the peak era of faculty authority that followed the end of the Second World War, significant numbers of professors and administrators believed that evaluation might improve institutional performance, reduce the bias inherent in traditional methods of supervision, strengthen communication with laypersons, and encourage a more deliberate focus on the distinctive goals of college. Gelber revealTrade ReviewNo reader can walk away from Gelber's study without a curious mix of respect and exasperation.—Daniel A. Clark, Indiana State University, History of Education QuarterlyTable of ContentsAcknowledgmentsIntroduction. Grading the CollegePart I. TeachingChapter 1. Teacher EvaluationChapter 2. Student Course EvaluationsPart II. LearningChapter 3. TestingChapter 4. Rubrics, Surveys, and RankingsChapter 5. AccreditationPart III. AccountabilityChapter 6. The Evaluation of Teaching and Learning since 1980Conclusion. How Should Colleges Be Evaluated?NotesIndex

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Book SynopsisShortchanged is a brilliant book.The Washington Post Author and high school English teacher Annie Abrams reveals how the College Board's emphasis on standardized testing has led the AP program astray. Every year, millions of students take Advanced Placement (AP) exams hoping to score enough points to earn college credit and save on their tuition bill. But are they getting a real college education? The College Board says that AP classes and exams make the AP program more accessible and represent a step forward for educational justice. But the program's commitment to standardized testing no longer reflects its original promise of delivering meaningful college-level curriculum to high school students. In Shortchanged, education scholar Annie Abrams uncovers the political and pedagogical traditions that led to the program's development in the 1950s. In revealing the founders' intentions of aligning liberal arts education across high schools and colleges in ways they believed would protecTrade ReviewAbrams usefully shakes us out of our complacency about a program that seems good enough only because we expect so little of it.—Wall Street Journal[Abrams] says the [AP] program hurts students and the values of the liberal arts....The most damning portions of the book are on the present state of AP.—Inside Higher EdShortchanged is a brilliant book not just because of its content, but because of the way that Abrams grapples with the potential of a humanities....This book is everything we say that the humanities can do. And it's everything that, according to Abrams, the Advanced Placement regime is likely to destroy.—Washington PostAnnie Abrams's new book, Shortchanged, puts the story of Advanced Placement courses in perspective.It's an important read for anyone contemplating the time honored courses, either from a teacher or student perspective. And it is a reminder that while the name 'College Board' sounds like some sort of quasi-governmental entity overseeing higher education, they are simply a private company with products to market.—Peter Greene, ForbesTable of ContentsIntroduction: Collecting DataPart 1: Validity1. Rational Reform2. Common Purposes and Common Standards3. The BlueprintPart 2: Accountability4. Copy Paste Classroom5. Artificial Intelligence6. Better CitizensConclusion: Opportunity and TransparencyEpilogue: Formative AssessmentsAcknowledgmentsNotesIndex

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Book SynopsisIncrease your score on the GRE with a tool that is easy to review and less expensive than any other study aid. Whether taking the exam while in college, after your undergrad, or with some time in-between, a 6-page laminated guide can go anywhere for review of concepts you will learn in exam prep courses or through test-taking books. This thorough and slick breakdown of the mathematical and reasoning concepts for conquering this section of the test is so handy and concise that you can review anywhere in record time. 6-page laminated guide includes: Exam Overview Arithmetic Integers, Exponents, Order of Operations Scientific Notation Adding Radicals Fractions, Percents, Absolute Value Rounding Numbers, Proportions & Ratios Distance, Speed & Time Averages Algebra Solving Algebraic Equations Binomials & Trinomials Geometry Angles, Points, Lines Shapes Areas & Perimeters Volumes & Surface Area Data Interpretation Graphs, Standard Deviation Probability Independent vs. Dependent Variables

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Book SynopsisThis book provides evidence-based guidance for selecting or developing, implementing, and interpreting universal screening instruments in educational settings.Trade ReviewA very helpful contribution that highlights the relevance and applicability of psychological science to many of the most pressing and worrisome issues facing schools. * PsyCRITIQUES *Table of Contents Contributors Series Foreword Acknowledgments Chapter 1: An Introduction to Universal Screening in Educational Settings Ryan J. Kettler, Todd A. Glover, Craig A. Albers, and Kelly A. Feeney-KettlerPart I. Universal Screening Within Educational Models Chapter 2: Screening Within a Multitiered Early Prevention Model: Using Assessment to Inform Instruction and Promote Students' Response to Intervention Danielle M. Parisi, Tanya Ihlo, and Todd A. Glover Chapter 3: Multiple-Gating Approaches in Universal Screening Within School and Community Settings Hill M. Walker, Jason W. Small, Herbert H. Severson, John R. Seeley, and Edward G. FeilPart II. Developing, Evaluating, and Implementing Screening Chapter 4: Developing and Evaluating Screening Systems: Practical and Psychometric Considerations Theodore J. Christ and Peter M. Nelson Chapter 5: Screening as Innovation: Implementation Challenges Susan G. Forman, Tzivia R. Jofen, and Audrey R. LubinPart III. Content-Specific Screening Chapter 6: Early Childhood Literacy Screening Scott R. McConnell, Tracy A. Bradfield, and Alisha K. Wackerle-Hollman Chapter 7: Screening for Early Reading Skills: Using Data to Guide Resources and Instruction Matthew K. Burns, Katherine Haegele, and Shawna Petersen-Brown Chapter 8: Mathematics Screening Measures for the Primary Grades Ben Clarke, Kelly Haymond, and Russell Gersten Chapter 9: Broadband Screening of Academic and Social Behavior James C. DiPerna, Catherine G. Bailey, and Christopher Anthony Chapter 10: Behavioral and Mental Health Screening Randy W. Kamphaus, Cecil R. Reynolds, and Bridget V. Dever Chapter 11: Universal Screening of English Language Learners: Language Proficiency and Literacy Craig A. Albers and Paige L. Mission Index About the Editors

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Book SynopsisThis book will help undergraduate psychology faculty and administrators address three types of assessment pressuresindividual, institutional, internationalthat they face when designing courses and curricula around student learning goals.Table of ContentsContributors Introduction: Assessment Assessment Everywhere—And What Are We to Think?Susan A. Nolan, Christopher M. Hakala, and R. Eric LandrumPart I. Institutional Approaches Chapter 1. Scholarship of Teaching and Learning and Assessment: Advancing a Collaborative ModelRegan A. R. Gurung Chapter 2. A Framework for Setting Educational PrioritiesMelissa Beers Chapter 3. The Sound and Fury of Academic Program Reviews: What They Reveal about Assessment and AccountabilityJane S. Halonen and Dana S. Dunn Chapter 4. Replacing the Term Formative Assessment: A Modest ProposalRob McEntarffer Chapter 5. How to Create a Culture of AssessmentJason S. Todd and Elizabeth Yost Hammer Chapter 6. Overcoming Obstacles That Stop Student Learning: The Bottleneck Model of Structural ReformClaudia J. Stanny Chapter 7. Backward Design, the Science of Learning, and the Assessment of Student LearningCatherine E. Overson and Victor A. BenassiPart II. Individual Approaches Chapter 8. Assessment as a Pedagogical Science: A Stealthy Approach to Studying Effective TeachingBridgette Martin Hard Chapter 9. Evidence-Based Teaching and Course Design: Using Data to Develop, Implement, and Refine University CoursesDanae L. Hudson Chapter 10. A Taxonomy for Assessing Educational Change in PsychologyRaymond J. Shaw Chapter 11. Using Formative Self-Assessment to Improve Teaching and Learning in Educational Psychology CoursesEva Seifried and Birgit SpinathPart III. International Approaches Chapter 12. Assessing Learning Outcomes in Undergraduate Psychology Education: Lessons Learned From Five CountriesJacquelyn Cranney, Julie A. Hulme, Julia Suleeman, Remo Job, and Dana S. Dunn Chapter 13. Applying the Assessment Design Decisions Framework InternationallyJacquelyn Cranney, Dana S. Dunn, and Suzanne C. Baker Chapter 14. Measuring the Generic Skills of Higher Education Students and Graduates: Implementation of CLA+ InternationalDoris Zahner, Dirk Van Damme, Roger Benjamin, and Jonathan Lehrfeld Chapter 15. Interdisciplinary Innovations in Formative and Summative Assessment: The Beliefs, Events, and Values Inventory; VALUE Rubrics; and the Cultural Controllability ScaleKris Acheson, Ashley Finley, Louis Hickman, Lee Sternberger, and Craig Shealy Afterword: What’s Next?Susan A. Nolan, Christopher M. Hakala, and R. Eric Landrum Index About the Editors

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Book SynopsisPractical guidance that will further knowledge and engender confidence for any teachers, assessors and supervisors on courses with a practice learning component, based on the authors first-hand experience and international multi-disciplinary research and literature.Trade Review"Student social workers are the profession's future. Ensuring they have the right learning experiences, and that they are right for the job is crucial. In this book, Jo Finch helps all involved in placement learning to negotiate the rocky terrain to make this happen." Jonathan Parker, Bournemouth University"Full of insights from theory and research, this much-needed, accessible book is a rich resource." Elizabeth Beddoe, University of Auckland"This fascinating read is a must for everyone involved in student placements. It is based on sound research and written by an expert in the field." Mark Doel, Emeritus Professor, Sheffield Hallam University"I would recommend this book to all who are involved in field education with students." Aotearoa New Zealand Social Work“This book is an excellent addition to the practice educator’s toolkit… an easy-to-follow guide that has relevance for practice educators and university tutors at both national and international levels.” British Journal of Social Work, Oxford University Press.Table of ContentsIntroduction The context of practice learning and assessment across professions How do we know when a student is failing to achieve the required standards? The emotional impact of working with a struggling student Assessment and strategies for working effectively with struggling students Working constructively with key stakeholders in social work education Conclusion

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Book SynopsisPacked with useful tools, this practitioner guide and course text helps educators assess and teach essential literacy skills and strategies at all grade levels (PreK-12). All six literacy modalities are addressed--listening, speaking, reading, writing, viewing, and visually representing. Chapters on specific literacy processes integrate foundational knowledge, assessments, and strategies for students who need support in literacy, including English language learners. Presented are dozens of authentic assessments along with differentiation ideas. In a large-size format for easy photocopying, the book features more than 70 reproducible assessment forms and resources. Purchasers get access to a webpage where they can download and print the reproducible materials.Trade Review"A true teacher’s guide for literacy assessment and metacognitive strategies. McAndrews provides the teacher educator, literacy specialist, coach, interventionist, or classroom teacher with practical strategies that enhance student learning and can be readily implemented into classroom practice and clinical settings. The book is full of great, research-based ideas that I intend to use in my graduate courses and summer reading practicum/clinic."--Debra Gurvitz, EdD, Adjunct Faculty, Reading and Language Department, National Louis University, Chicago "This book is a wonderful resource for classroom teachers at all grade levels, and will be particularly useful for literacy specialists working with students with varying abilities. I found it much more user friendly than other assessment books. The purpose of every assessment and instructional strategy is clearly explained, and the book's format makes them easy to find and implement. Educators can use this book to identify students' strengths and weaknesses through diagnostic assessments and to choose the instructional strategies that would be most beneficial."--Sarah Parcels, MSEd, reading specialist, Collinsville Middle School, Collinsville, Illinois "A gift to educators, this valuable, comprehensive guide highlights user-friendly, evidence-based strategies that take literacy teaching and learning to higher levels. Grounded in sociocultural and social-constructivist theories, the text will be highly beneficial to my undergraduate students as they conduct assessments and instruction during mentoring sessions with elementary students. It is also highly appropriate for graduate students in our Reading Endorsement and Master's in Reading programs."--Debra J. Coffey, EdD, Department of Elementary and Early Childhood Education, Kennesaw State University, Georgia-Table of Contents1. Introduction to Literacy, Assessment, and Instruction 2. Building Relationships: Learning from Students, Families, and Community 3. Language Development 4. Word Analysis 5. Reading Fluency 6. Reading, Listening, and Viewing Comprehension 7. Writing Composition and Visual Representation Appendix: Assessments and Resources

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________The use of assessment for learning (AfL) to provide valuable and continuous formative feedback continues to be a vital skill for every classroom teacher. This book will help secondary teachers to develop a broader understanding of the impact that effective AfL can have in the classroom and the key reasons for using it to improve teaching and learning. It also provides easy to implement strategies and tips to help you plan and evaluate your provision.By using the AfL techniques in this book you will sharpen your teaching, increase puTrade ReviewThis neat little book explains the impact that effective AfL can have...whether you choose to dip in and out or read it from cover to cover, it's an accessible and inspiring title, full of practical advice. -- Helen Mulley * Teach Secondary magazine *Table of ContentsPart 1: Questioning, thinking and dialogue/ Part 2: Using feedback to ensure progress/ Part 3: Improving teaching through AfL/ Part 4: Increasing pupil ownership, autonomy and success through AfL

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Book SynopsisThis bestselling workbook provides a resource for students studying towards the International English Language Testing System (IELTS) exam. Written for students at intermediate level and above, and fully updated for this fourth edition, the book provides exercises to help teach and build general and topic-specific vocabulary related to the IELTS test and also covers grammar, use of English, comprehension and spelling. Suitable for both self-study and the classroom, it includes a range of activities to help students build and improve their English vocabulary and language skills, and is particularly appropriate for anyone who plans to study or train at an English-speaking college or university.- Tests and improves vocabulary using a variety of useful, interesting and enjoyable exercises- Easy-to-use format with clear instructions- Comprehensive answer key with additional information- Includes IELTS-style Speaking and Writing tasks with sample answers to all

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Book Synopsis Evidence-based best practices that improve classroom environments and assessment techniques! If your goal is a smoother-running, participatory classroom and improved student achievement, you'll find essential best practices in this new resource, edited by a renowned education scholar, Robert Slavin . Dr. Robert Slavin, Professor and Chairman of the Success for All Foundation, has gathered insights and findings from 26 leading education researchers, presented in succinct chapters focused on key aspects of teaching and classroom management practice. Readers will find: Strategies for assessment that address formative approaches, differentiated classrooms, the role of feedback in the assessment process, adaptation for the Common Core, and more Proven techniques for classroom management, including immediate, positive steps that teachers can take UseTable of ContentsForeword - Marcia L. Tate Introduction Preface - Robert Slavin About the Editor Chapter 1. Assessment in a Differentiated Classroom - Carol Ann Tomlinson and Tonya Moon Chapter 2. Formative Assessments in High Schools - Douglas Fisher and Nancy Frey Chapter 3. Formative Assessment and Feedback to Learners - Steve Higgins Chapter 4. Multiple Measures in Classroom Assessment - Susan Brookhart Chapter 5. Promoting Learning and Achievement Through Self-Assessment - Heidi Andrade Chapter 6. Exposing the Imbalance in "Balanced Assessment" - W. James Popham Chapter 7. Do We Need an Assessment Overhaul? - Jay McTighe and Grant Wiggins Chapter 8. Formative Assessment: An Enabler of Learning - Margaret Heritage Chapter 9. Upgrading High-Stakes Assessments - Albert Oosterhof Chapter 10. England Versus Wales: Education Performance and Accountability - Sandra McNally Chapter 11. In Search of Feasible Fidelity - David Andrews Chapter 12. Before Choosing, Ask Three Questions - Steve Fleischman Chapter 13. What Works in Classroom Management - Thomas Kratochwill, Rachel DeRoos, and Samantha Blair Chapter 14. Good Instruction Is Good Classroom Management - Robert Slavin Chapter 15. Am I the Only One Struggling With Classroom Management? - Inge Poole and Carolyn Evertson Chapter 16. Classroom Management: What Teachers Should Know - Regina Oliver Chapter 17. From Tourists to Citizens - H. Jerome Freiberg Chapter 18. Promoting Engagement With Check & Connect - Angie Pohl and Karen Storm Chapter 19. Dealing With Classroom Management Problems - Saul Axelrod Chapter 20. Support for Teachers Around the World - Judy Hutchings Chapter 21. Positive Behavioral Interventions and Supports - Catherine Bradshaw Chapter 22. First Step to Success for Preschool Children - Edward Feil, Andy Frey, and Annemieke Golly Chapter 23. Improving Teaching in Science and Mathematics - Claudia Fischer and Karen Rieck Chapter 24. Improving Reading and Math Achievement Across a Whole District - Allen Thurston, Peter Tymms, Christine Merrell, and Nora Conlin Chapter 25. Co-Teaching: Inclusion and Increased Student Achievement - Marilyn Friend and Tammy Barron Chapter 26. Implementing Response to Instruction and Intervention With Older Students - Nancy Frey and Douglas Fisher Chapter 27. Teaching English Language Learners in Inclusion Settings - Kristi Santi and David Francis Index

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Book SynopsisThe third edition of this popular and authoritative text includes three new chapters and numerous revisions and updatesall designed to help you effectively develop and use performance-based assessments. Comes with a web resource.Table of ContentsPart I. Introduction to Performance-Based AssessmentChapter 1. The Need for Change The Call for Change in Education Standards-Based Instruction Types of Assessment in Standards-Based Instruction Effect on Teaching When Standards Are Used Role of Assessment in Physical Education Programs Changing the Assessment Culture in Physical Education ConclusionChapter 2. Assessing the Psychomotor Domain to Enhance Student Learning Purpose of Assessment What Are Performance-Based Assessments? Characteristics of Performance-Based Assessment Types of Performance-Based Assessments Advantages of Using Performance-Based Assessments Concerns When Using Performance-Based Assessments ConclusionChapter 3. Using Cognitive and Affective Learning Domain Assessments Effectively in Physical Education Traditional Test Questions Used for Cognitive and Affective-Domain Assessments Selected-Response Questions Performance-Based Assessments for Cognitive and Affective-Domain Learning Projects Journals Role Plays What Are Open-Response Questions? Comparing Open-Response and Essay Questions Characteristics of Open-Response Questions Types of Open-Response Questions How to Write Open-Response Questions Suggestions for Using Open-Response Questions ConclusionChapter 4. Rubrics What Is a Rubric? Benefits of Using Rubrics Criteria for Rubrics Choosing the Most Appropriate Rubric How to Create Quantitative Rubrics How to Create Qualitative Rubrics Special Considerations in Creating Rubrics Rubric Hints and Guidelines ConclusionPart II. Managing and Implementing Physical Education LessonsChapter 5. Creating a Classroom Climate That Supports Standards-Based Instruction Creating a Positive Learning Environment Teacher Expectations The Importance of Having a Good Learning Climate Structuring the Classroom Environment Working With Equipment Managing Space Managing Time Developing Rules for Physical Education Classes Reinforcing Behaviors Rewarding Positive Behaviors Disciplining Students ConclusionChapter 6. Effective Teaching Strategies for Standards-Based Instruction The Complexity of Games and Physical Activities How Much to Include in Your Unit of Instruction Application Tasks Presenting Learning Tasks Monitoring Student Learning Asking Questions in Physical Education Resources During Instruction Pacing and Opportunity to Respond Applying Motor Learning Concepts While Teaching ConclusionChapter 7. Assessing With Instructional Models Direct Instruction Sport Education Instructional Model (IM) Tactical Games or Teaching Games for Understanding Instructional Model (IM) Cooperative Learning Personalized System of Instruction Teaching Personal and Social Responsibility ConclusionPart III. Components of Performance-Based AssessmentChapter 8. Developing Culminating and Progressive Assessments Culminating (Summative) Assessments Progressive Learning Activities and Assessments Tumbling Unit Target Archery Unit Golf Unit Soccer Unit ConclusionChapter 9. Planning for Continuous Performance-Based Assessment Major Unit Focus Culminating (Summative) Assessment and Evaluation Rubric Essential Knowledge, Skills, and Abilities Progressive Learning Activities and Formative Assessments Critical Resources Planning Lessons From the Unit Plan ConclusionChapter 10. Developing Standards-Based Units of Instruction for Invasion Sports Major Soccer Unit Focus Culminating (Summative) Assessment and Evaluation Rubric Essential Soccer Knowledge, Skills, and Abilities Progressive Learning Activities and Formative Assessments Critical Resources How to Use the Student Soccer Portfolio Ultimate: Standards-Based Unit of Instruction Major Ultimate Unit Focus Culminating or Summative Assessment and the Evaluation Rubric Essential Ultimate Knowledge, Skills, and Abilities Progressive Learning Activities and Formative Assessments Critical Resources ConclusionChapter 11. Using Portfolios to Assess Physical Activities and Fitness Types of Portfolios Advantages of Using Portfolio Assessment Disadvantages of Using Portfolios Portfolio Guidelines in Performance-Based Assessment Evaluating Portfolios Integrating Fitness Education and Assessment Into the Physical Education Curriculum Resources for Fitness Education Curriculum, Instructions, and Assessment Using Technology to Assess Physical Activity Participation Levels High School Fitness Portfolio ConclusionChapter 12. Using Standards-Based Instruction to Teach Dance Why Include Dance in Physical Education? Planning a Dance Unit Teaching Structured Dance Teaching Creative Dance Teaching Social Dance Using Portfolios to Assess Dance ConclusionPart IV. Grading and Implementing Continuous Performance-Based AssessmentChapter 13. Effective Grading in Physical Education Purposes of Grading and Grade Reporting Developing a Meaningful Grading System Problems With Traditional Grading Practices Grade Formats in Physical Education Effective Grading in Physical Education Grading Before You Have a Rubric Developed Challenges in Using Effective Grading Practices Grading Practices for Students With Special Needs Hints and Suggestions for More Effective Grading Practices ConclusionChapter 14. Acquiring Assessment Savvy Planning the Assessment Process Lund and Kirk’s Tips for Acquiring Assessment Savvy Conclusion

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Book SynopsisThis book provides an introduction to test equating, scaling and linking, including those concepts and practical issues that are critical for developers and all other testing professionals.Trade Review“The new edition of Test Equating, Scaling, and Linking: Methods and Practices is a welcome update to a book which has become a classic in equating and linking. The book is appealing to anyone interested in the topic of equating, scaling, and linking. For practitioners, the book provides a splendid introduction to the topics considered. … The book is essential reading for a graduate student in educational measurement.” (Björn Andersson and Alina A. von Davier, Psychometrika, Vol. 80, 2015)Table of ContentsIntroduction and Concepts.- Observed Score Equating Using the Random Groups Design.- Random Groups Smoothing in Equipercentile Equating.- Nonequivalent Groups Linear Methods.- Nonequivalent Groups Equipercentile Methods.- Item Response Theory Methods.- Standard Errors of Equating.- Practical Issues in Equating.- Score Scales.- Linking.- Appendices.- Answers to Exercises.- Computer Programs.- Index.

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Book SynopsisThis book is one English professor's assessment of university life in the early 21st century. From rising mental health concerns and trigger warnings to learning management systems and the COVID pandemic, Christopher Schaberg reflects on the rapidly evolving landscape of higher education. Adopting an interdisciplinary public humanities approach, Schaberg considers the frequently exhausting and depressing realities of college today. Yet in these meditations he also finds hope: collaboration, mentoring, less grading, surface reading, and other pedagogical strategies open up opportunities to reinvigorate teaching and learning in the current turbulent decade.Trade ReviewWhat readers may not anticipate and should be delighted by the presence of, is a vast range of topics—seemingly randomly interspersed throughout the book—that break up the chapters of both theoretical musings and practical applications of managing the college literature classroom in the early twenty-first century world of pandemic lockdowns, changing university concerns, and the post-Postmodern world of businessmen in the White House. The honest tone of Schaberg’s prose is refreshingly welcome—he is continuously questioning what he is doing, why, and how is it affecting his students as well as providing critiques of what is wrong with higher education. [...] The optimism and pessimism of our current teaching mode alternate throughout Pedagogy of the Depressed. Schaberg's deepest concerns mirror many of ours. That administration will not see moving online as a fearful, temporary situation, but rather as a new efficient system that eliminates all sorts of issues, including those of class size limits or scheduling issues. We are depressingly isolated from our colleagues and valuable impromptu discussions and collaborations. A bonus? Throughout the book, Schaberg also talks about other texts that speak to the issues he is addressing. This is a great, and much appreciated, way to increase our academic TBR piles. * Teaching American Literature: A Journal of Theory and Practice *How do you teach through trauma? All college instructors have found themselves facing this question in recent days, but few with the insight and poignancy of Christopher Schaberg. Pedagogy of the Depressed provides both diagnosis and balm for those anxious about the possibilities for higher education in the midst of climate change and active shooter events and pandemic response and budgetary collapse, a profound reckoning with the conditions of learning today. * Kathleen Fitzpatrick, Director of Digital Humanities and Professor of English, Michigan State University, USA, and author of Generous Thinking: A Radical Approach to Saving the University *If the title page didn’t say Christopher Schaberg so plainly, I might have assumed the author was Guy Montag, protagonist of Ray Bradbury’s Fahrenheit 451. Both are suffering through a takeover by the machinery, technological and bureaucratic; both hold onto a humanistic ideal in the midst of it all. Pedagogy of the Depressed is in some ways precisely the opposite of what its title promises: rather than depressing, it’s a hopeful pushback against the pervasive air of depression and lowered expectations that has overtaken too many of our classrooms, and whose metaphor—if not cause—is Covid-19 and the ubiquity of the Zoom screen. Come for the jeremiad—but stay for the wise encouragement, that this work we do with students still matters. Perhaps matters more than ever. * Kevin Dettmar, W.M. Keck Professor of English and Director, The Humanities Studio, Pomona College, USA *Table of ContentsPrologue: No Place Like Home Introduction: The Depressed 1. We’re All Screens 2. Early Warnings 3. Learning Management 4. Against Sheep 5. Trigger U. 6. Ecophobia 7. Environmental Humanities? 8. Public Humanities? 9. Skimming the Surface 10. Autotheory 11. Beginnings 12. Chance Meeting 13. Theory Today 14. END MEETING FOR ALL 15. Night Writing 16. Less Grading 17. Tenure 18. Exhaustion 19. Well-Rounded 20. Turning Kids into Capital 21. Writing Together 22. Adjusting 23. First-Year Seminar 24. Pitt’s Law 25. Into the Unknown

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Book SynopsisTrade Review[Meritocracy and Its Discontents] contributes an important new perspective to the theoretical discussion on what drives the myth of meritocracy, or the machine of misrecognition. Howlett's book is empirically rich, theoretically sophisticated, and very timely to the situation facing China and the world in this historical moment. * Developing Economies *Table of Contents1. A Fateful Rite of Passage: The Gaokao and the Myth of Meritocracy 2. Mobility, Time, and Value: The High Stakes of Examinationand the Ideology of Developmentalism 3. Counterfeit Fairness: State Secrets and the False Confidence of Test Takers 4. Diligence versus Quality: Merit, Inequality, and Urban Hegemony 5. Courage under Fire: The Paradoxical Role of Head Teachers and the Individualizing Moment of Examination 6. MagicandMeritocracy: Popular-ReligiousResponses to Examination Anxiety Epilogue: Lost and Confused

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Book SynopsisFor 80 years, Kaplan Test Prep (www.kaptest.com) has been helping students grow their knowledge, skills and confidence so they can be their best on Test Day. Our prep books and online resources provide the expert guidance that students need at every step of their educational journey—incorporating years of test-specific data and strategies tested by Kaplan students and our own expert psychometricians. After helping millions of students, we know what works. Our guides deliver knowledge with clarity and simplicity while focusing on the specialized strategies that keep test-takers ahead of the clock and at the top of their game. We offer preparation for more than 90 standardized tests—including entrance exams for secondary school, college, and graduate school, as well as professional licensing exams for attorneys, physicians, and nurses. With a full array of self-paced and live online courses, as well as print books and mobile apps, you can u

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Book SynopsisKaplan's MAT Strategies, Practice & Review is your comprehensive prep guide for the Miller Analogies Test (MAT). A prerequisite for many graduate and postgraduate programs in the arts and sciences, the MAT uses analogies to test your subject knowledge and analytical thinking abilities. With expert test-taking strategies, clear review, and more than 800 sample analogies, Kaplan's guide can help you face Test Day with confidence.Kaplan is so certain that MAT Strategies, Practice & Review offers all the review you need that we guarantee it: After studying with this book, you'll score higher on the MAT—or you'll get your money back.The Best Review Six full-length practice tests with detailed answer explanations A diagnostic test to target areas for score improvement Word lists with 1000+ terms, names, and concepts Chapter quizzes to help you learn terms and strategies Review of the general knowledge tested on the MAT, including literature, history, vocabulary, mathematics, fine arts, and more, with practice analogies in each of the four major subject areas Strategies for answering different types of analogy questions Expert Guidance Kaplan's expert psychometricians ensure our practice questions and study materials are true to the test. We invented test prep—Kaplan (www.kaptest.com) has been helping students for almost 80 years. Our proven strategies have helped legions of students achieve their dreams.

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Book SynopsisBuild a balanced assessment system and support ESSA implementation! It has never been more important to develop balanced assessment systems that can provide meaningful information, improve teaching practices, and help students learn. The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts—an opportunity to change assessment for the better. 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. This comprehensive new guide provides clear steps and strategies for developing an assessment system, and includes many interactive exercises designed for professional development and system implementation. Readers will learn how to: Create a balanced assessment system and analyze the progress being made within your school or district toward it Develop and implement assessment systems that are both formative (measuring learning in progress) and summative (verifying learning that has taken place) Take specific leadership actions that advance the balance and quality of assessment systems Help teachers integrate formative assessments into classroom instruction Empower students by involving them in the assessment process Take action now to make proactive, positive changes in your school or district’s approach to assessment!Table of ContentsIntroduction About the Authors Part 1. Balanced Assessment Systems and Student Learning Today’s Assessment Environment Assessment and the New School Mission Building Local Assessment Systems for Balance and Quality Inside the System Levels of Assessment Use Classroom Assessment Interim/Benchmark Assessment Annual Assessment Activity 1.1: Formative or Summative? The Benefits of Balance Learning Targets for Readers Thinking About Assessment: Support Resources for Part 1 Activity 1.2: Embracing the Vision of a Standards-Based School Activity 1.3: Discussing Key Assessment Concepts With Faculty Part 2. Five Assessment Actions for Balance and Quality Action 1: Balance Your Assessment System Is Your Assessment System in Balance? Strategies for Balancing Assessment Systems Activity 2.1: Conducting an Assessment Audit Action 2: Continue to Refine Achievement Standards What Is the Current State of Your Achievement Standards? Student- and Family-Friendly Learning Targets Activity 2.2: Deconstructing Standards Into Classroom-Level Achievement Targets: Practice for School Leaders Action 3: Ensure Assessment Quality How Can You Ensure Assessment Quality? Activity 2.3: Indicators of Sound Classroom Assessment Practice Action 4: Build Effective Systems for Communicating Assessment Results Action 5: Link Assessment to Student Motivation With Assessment for Learning Strategies Assessment for Learning: Bringing Students Onboard Activity 2.4: Assessment for Learning Self-Evaluation Thinking About Assessment: Support Resources for Part 2 Activity 2.5: Local Assessment System Self-Evaluation Part 3. Individual Leadership Actions for Balance and Quality Individual Leadership Actions Individual Leadership Action 1: Deepen your personal understanding of a sound and balanced assessment system and the conditions required to achieve it. Activity 3.1: Merging Local and State Assessment Systems Individual Leadership Action 2: Promote the necessity and use of clear academic achievement standards in every subject and grade level with aligned classroom-level learning targets and the understanding of their relationship to the development .... Activity 3.2: Implementing the Written Curriculum Individual Leadership Action 3: Promote and communicate standards of quality for student assessments, helping teachers learn to assess accurately, and work to ensure that these standards are met in all school/district assessments. Activity 3.3: Verifying Teachers’ Content Knowledge and Assessment Competence Individual Leadership Action 4: Deepen your knowledge of formative assessment practices that involve students and work with staff to integrate them into classroom instruction. Activity 3.4: Communicating Learning Targets in Student-Friendly Language Individual Leadership Action 5: Create the conditions necessary for the appropriate use and reporting of student achievement information, including report card grades. Grading and Reporting Activity 3.5: A Rubric for Sound Grading Practice Activity 3.6: When Grades Don’t Match the State Assessment Results Individual Leadership Action 6: Form or participate in peer learning groups to practice observing and evaluating teacher classroom assessment competencies. Activity 3.7: Should Teachers Be Held Accountable for Assessment Competence Through Evaluation? Individual Leadership Action 7: Review and examine current school/district assessment-related policies for alignment to sound assessment practice, and encourage revision as needed. Activity 3.8: Using School/District Policies to Support Quality Assessment Thinking About Assessment: Support Resources for Part 3 Activity 3.9: Auditing for Balance in Classroom Curriculum and Assessment Activity 3.10: Assessment Leadership Success Indicators Activity 3.11: Action Planning for Assessment Balance and Quality References Index

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Book SynopsisBecause content and language learning go hand in hand New content standards integrate content and language in ways prior standards have never done. That’s why it’s so critically important that teachers attend to both content and language development when introducing new subject matter, especially for English learners. Here’s your opportunity to get started tomorrow and every day thereafter: Alison Bailey and Margaret Heritage’s all-new Progressing Students’ Language Day by Day. What’s so utterly ground-breaking about this book is Bailey and Heritage’s Dynamic Language Learning Progression (DLLP) process: research-based tools for obtaining much deeper insight into a student’s language progress, then for identifying the most appropriate instructional steps to elevate language proficiency and content knowledge. Step by step, Bailey and Heritage describe how to Engage with students to advance their development of sophisticated, high-leverage language features for explaining content Use the DLLP approach to formative assessment, then plan your teaching in response to assessment evidence Examine words, sentences, and discourse --the three dimensions of language that are part of the DLLP process for cultivating language development Discover how leadership support and communities of practice (CoPs) can facilitate a successful and sustainable implementation of the DLLP process Listen more closely and uncover new ways to advance content learning with Progressing Students’ Language Day by Day directly by your side. "Alison Bailey and Margaret Heritage open our eyes to the often invisible and context-specific language demands embedded in content learning. Understanding the ubiq¬uitous and highly influential role of language in learning takes time and effort but leads to transformative practice. Progressing Students’ Language Learning Day by Day offers an insightful and concrete framework to begin this transformation." — Paola Uccelli, Professor of Education, Harvard UniversityTrade Review"I’ve worked with ‘mainstream’ content area teachers in my role as a program developer and school change coach for many years, focused on building their skill in working with the English Learners in their classrooms. In the past I’ve relied heavily on promoting the sheltered instruction practices (i.e. SIOP) that we know help make content accessible for students who are learning language. But until the DLLP appeared, we’ve never had a tool that allows mainstream teachers to understand where their students are in terms of their English language development. "I see the need most immediately when teachers tell me standards-based assessments don’t reflect what they know their students know. What they are really saying is their students lack the language skills to provide rigorous, academic explanations of their knowledge. As a former science teacher, I could not be satisfied with watching a student engage in a lab activity. They also needed the scientific language skills to explain what they had done and what their results were. Guessing that they understood the concepts while failing to nourish and build their scientific language skills meant I was only doing half my job. "The DLLP provides the tools to dig in and understand where students are in terms of their specific language development, and gives insight to every teacher on how to support and build those skills. The progressions are clear and intuitive, you don’t need to be a linguistics expert to work with them. In my role as a program developer the DLLP has been a game changer, giving ME a language and a skill I can support and nurture in all the teachers I work with." -- Laureen Avery, Director, Northeast Regional Office"Despite the importance of language development for English Learner (EL) school success, teachers have surprisingly few research-based tools that enable them to observe and guide the language development process as it unfolds. This book provides "Dynamic Language Learning Progressions" that serve as a clear and easy-to-use framework for maximizing language learning and promoting formative progress monitoring in classrooms. WIDA is thrilled to have sponsored this ground-breaking work." -- Tim Boals, Ph.D. WIDA Founder and Director"While teaching academic core content is what teachers focus on, teaching the language of the content to support English learners is a challenge. Alison Bailey, Margaret Heritage and colleagues skillfully weave these two together. They provide strategies for teachers to not only make the content language accessible to students, but also to demonstrate how to assess students’ ability to explain the content being taught through the DLLP. Teachers at Hope Online Learning Academy have begun implementing the DLLP. One teacher commented, "When I started applying more language strategies to whole group instruction, I noticed a difference in my students′ oral language progressions." The DLLP strategies in Progressing Language Day-by-Day will benefit all teachers who work with English learners." -- Carol Prais, English Language Specialist"Progressing Students’ Language Learning Day by Day is a practical guidebook which should be on every teacher’s bookshelf, dog-eared because of its valuable content and easy to implement style. The language development structures are applicable to all grade levels and all subjects areas especially since all of our classrooms are language development classrooms." -- Michele R. Dean, Ed.D. Field Placement Coordinator & Lecturer, California Lutheran University"Formative assessment and analyzing student work can help teachers to better target their instruction of students. The Dynamic Language Learning Progression (DLLP) approach to making use of formative assessments and for planning and implementing instruction across the content areas explored in Bailey and Heritage′s work will help all teachers to better meet the needs of the diverse learners, not only the English learners acquiring English as an additional language in their classrooms." -- Katherine Lobo, ESL Teacher and Teacher Trainer, Newton South High School and Brandies UniversityTable of ContentsForeword by Paola Uccelli Preface Acknowledgments About the Authors About the Contributors PART I. LAYING THE GROUNDWORK Chapter 1. Definitions and Contexts Chapter 2. What Is the DLLP Approach? Appendix 2A: Research Methods and Protocols Appendix 2B: Directions for Teachers’ Tool for Documenting Language Features in the Classroom for Formative Purposes Chapter 3. Formative Assessment PART II. FEATURES OF THE DLLP APPROACH Chapter 4. Word Features of the DLLP Approach Appendix 4A: Practice Finding the “Best Fit” on Sophistication of Topic-Related Vocabulary Appendix 4B: Student Self-Assessment DLLP Graphic Appendix 4C: Practice Finding the “Best Fit” on Sophistication of Verb Forms Appendix 4D: Practice Finding the “Best Fit” on Expansion of Word Groups Chapter 5. Sentence Features of the DLLP Approach Appendix 5A: Practice Finding the “Best Fit” on Sophistication of Sentence Structure Chapter 6. Discourse Features of the DLLP Approach Appendix 6A: Practice Finding the “Best Fit” on Coherence/Cohesion Appendix 6B: Discourse Connector Lists Appendix 6C: Practice Finding the “Best Fit” on Establishment of Advanced Relationships Between Ideas Appendix 6D: Practice Finding the “Best Fit” on Stamina Appendix 6E: Practice Finding the “Best Fit” on Perspective-Taking Appendix 6F: Written Language Features of the DLLP Approach PART III. LEADING LANGUAGE AND CONTENT LEARNING Chapter 7. Leadership and Communities of Practice to Support DLLP Implementation Appendix 7A: Agendas for Communities of Practice Index

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Book SynopsisRe-evaluate your perspective on teacher evaluation to truly transform school performance! The tools, strategies, and reflections in this book provide realistic solutions to the problem faced by many schools: meaningless evaluation. A considerable amount of time, energy, and money is spent on the teacher evaluation process, yet the question remains whether it is truly transforming the learning of teachers and, therefore, students. This practical guide shows how evaluation can become the tie that binds all school improvement activities together to: Bring clarity and purpose to all educators making their roles more effective Improve teacher practice since they receive better support Increase student achievement and overall school culture "For years, building leaders have been agonizing over teacher evaluations, pouring countless hours into a practice that consistently fails to produce the desired result; more meaningful conversations that produce improved quality instructional practices and increases in student achievement. In his book, Making Evaluation Meaningful, PJ Caposey shares a step by step framework filled with quick & easy to follow "Tips for Tomorrow," as well as detailed examples to help you shift your mindset and behave yourself to a more effective instructional leader. This book will leave you questioning your own evaluation system while at the same time inspiring you to re-commit the time and resources needed to help grow and develop your teachers." —Jimmy Casas, Principal and CEO " PJ Caposey, through a practitioner lens, has developed an incredible guide that not only helps to demystify the evaluation process, but also provide ready-to- use strategies to ensure reflection and growth are the result. In the end evaluation must be meaningful for both parties. This book will help get you there." —Eric Sheninger, Author/Consultant, Senior Fellow/Thought Leader "PJ Caposey has developed a great resource on teacher evaluation that actually provides realistic, encouraging, and supportive guidance instead of an arbitrary checklist!" —Larry Ferlazzo, Teacher, Author and Education Week Teacher advice blogger Luther Burbank High School, Sacramento, CATrade Review"PJ Caposey has developed a great resource on teacher evaluation that actually provides realistic, encouraging, and supportive guidance instead of an arbitrary checklist!" -- Larry Ferlazzo, Teacher, Author and Education Week Teacher advice blogger"PJ Caposey does it again! He writes with authority, relevance, and passion about a topic often researched and often avoided by practitioners. He shares tips, needed mindset shifts as well as concrete examples of how to maximize the inherent power in the evaluation process. He outlines how to take a process required by law into a meaningful and powerful learning journey for all involved. Caposey masterfully lays out a coherent structure for making evaluation meaningful and for equipping would be evaluators with the "how" and "why" for conducting critical conversations. This compelling manuscript is a must read for graduate students studying to become school leaders and practicing school leaders alike." -- Mike Lubelfeld and Nick Polyak, school superintendents, authors of The Unlearning Leader"Evaluation is an incredibly important and time consuming responsibility for educational leaders. Caposey shares practical methods and notions that will move your evaluation process from good to great. Promoting the success of every student is directly tied to the type of feedback evaluators provide to teachers. Making Evaluation Meaningful will change your mindset and push your school culture in a positive direction." -- Brad Currie, Dean of Students and Supervisor of Instruction"Quality feedback informs and provides practical suggestions for improvement and is pivotal if the goal is to improve teaching and learning. PJ Caposey, through a practitioner lens, has developed an incredible guide that not only helps to demystify the evaluation process, but also provide ready-to- use strategies to ensure reflection and growth are the result. In the end evaluation must be meaningful for both parties. This book will help get you there." -- Eric Sheninger, Author/Consultant, Senior Fellow/Thought Leader"One of the most daunting and frustrating challenges for school leaders is making teacher evaluation count. Implementing a model is not enough. Through practical examples, PJ Caposey has discovered how to do the things school leaders want to do—build on strengths, develop shared meaning, and ultimately improve student learning. These goals are attainable with the principles shared in Making Evaluation Meaningful." -- David Geurin, Graduate Education Professor"PJ Caposey′s book Making Evaluation Meaningful is an important read for administrators and teacher evaluators as it addresses the overarching challenges with teacher evaluation, starting with the biggest issue in education, oversimplification. The book seeks to provide solutions that make evaluators more adept at providing teachers with better feedback to ultimately improve the learning culture in a school. Evaluation undoubtedly impacts culture, so the way we approach the process can and will have ripple effects." -- Starr Sackstein, Author"For years, building leaders have been agonizing over teacher evaluations, pouring countless hours into a practice that consistently fails to produce the desired result; more meaningful conversations that produce improved quality instructional practices and increases in student achievement. In his book, Making Evaluation Meaningful, PJ Caposey shares a step by step framework filled with quick & easy to follow "Tips for Tomorrow," as well as detailed examples to help you shift your mindset and behave yourself to a more effective instructional leader. This book will leave you questioning your own evaluation system while at the same time inspiring you to re-commit the time and resources needed to help grow and develop your teachers." -- Jimmy Casas, CEOTable of ContentsForeword Preface Acknowledgments About the Author Introduction Being an Effective Instructional Leader Takes Practice Learn From Mistakes Rethink Established Theories Don’t Neglect the Why and How Focus on the Goal: Improving Practice 1. Realize Evaluation Undoubtedly Impacts Culture Cultural Impact of Evaluation Changes 2. Master the Technical Elements of the Tool Close Reading Time in Classrooms Understanding of Best Practice Creating a Crosswalk Suggestion for Improvement Bank Staying Current With Trends 3. Leverage the Opportunity Presented at a Pre-conference Typical Pre-conference Experience Pre-conference Versus Job Interview Meaningful Pre-conference Questions Framework Alignment When a Pre-conference Goes Wrong Re-recruitment 4. Possess a Game Plan for Every Observation Three Typical Observational Practices The Hybrid Solution Reflective Conference Impact 5. Create a Process for Self-Reflection Self-Assessment Dos and Don’ts Guided Practice Understand Evaluator Fear of Self-Assessment Auxiliary Benefits Evaluator Self-Assessment 6. Be Cognizant of the Questions Driving Effective Evaluation Driving Questions Are Suggestions for Improvement Present Across All Domains and Do They Exist for Components Rated Proficient as Well as Needs Improvement or Unsatisfactory? Are the Suggestions Provided Research Based and Grade and Content Appropriate for Each Teacher? Does Feedback Link District Initiatives and Goals to Individual Teacher Performance? Does the Administrator Explain the Why and How Behind Suggestions for Improvement? Do Themes or Tendencies Emerge? Is There Evidence of Framework Mastery for the Evaluator? Is the Tone and Type of Language (Direct and Indirect) the Same Across All Evaluation Summaries? Does the Evaluator Provide Context and an Understanding of the Personal and Professional Growth of the Teacher? Does the Evaluator Provide Concrete Goals for Future Performance Outlined With Accountability Measures? Does the Evaluator Communicate as if They Mutually Own the Future Growth of the Teacher? Is Feedback Provided in a Consistent and Easy-to-Understand Manner? 7. The Reflective Conference Fight Climbing the Ladder of Inference Talk Less Than the Teacher To Serve, Not to Convince Questions Without Answers The Answer Is Within Them Schedules Match Priorities Establish Goal Areas Tips for Success for All Types of Reflective Conferences 8. Communicate for Teachers, Not to Them Effective Feedback Strategies 9. Personalized Professional Development: Mutually Own Future Growth Establishing a Personalized Professional Development Plan for Teachers What Happens if I Am Not an Expert in This Area? Conclusion (and a Note to Superintendents) A Note to Superintendents Resource: Suggestions-for-Improvement Bank References Index

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Book SynopsisThe clock is ticking and before you know, it will be September! Use our popular study guides Passing the Numeracy Skills Test and Passing the Literacy Skills Test to get those pesky skills tests done and dusted asap. This seventh edition includes more guidance to help you develop the Key Knowledge required to approach the test with confidence. Updated throughout to reflect contemporary contexts and with new questions. You’ll be more confident These books are authored by experts who know the QTS skills tests inside out and used by thousands and thousands of aspiring teachers just like you. You’ll know what’s coming Hints, tips and handy Q&As help you fully understand the format and structure of the tests and know what to expect on the day of the test. You’ll secure your place sooner With full practice tests and loads of practice questions these books will help you get a great score, pass the first time and secure your place on the course sooner rather than later. You can do this!

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Book Synopsis***** Online Resources are open access. No code is required ***** It is vital to understand the challenges and provide the right support for learners with dyscalculia and specific learning difficulties in mathematics. The book provides: • an overview of current research explaining the nature and causation of dyscalculia • guidance on the identification of dyscalculia • examples of how to carry out informal and formal assessments • an explanation of the principles of multisensory mathematics teaching • an outline of a structured programme (for learners aged 5-14), together with examples of lesson planning and activities. Designed for teachers specialising in the assessment and teaching of learners with dyscalculia, and those undertaking courses leading to Approved Teacher Dyscalculia (ATD) and Associate Membership of the British Dyslexia Association (AMBDA), the book is useful to any professional looking for an understanding of this area of specific difficulty.Trade ReviewKelly provides up-to-date and accessible information for practitioners supporting children with dyscalculia. A strength of this book is the integration of theory and practice; providing those working with children the knowledge base they need to support children effectively. -- Dr Helen CurranA comprehensive, engaging and accessible book offering pertinent insights into the nature, identification and assessment of dyscalculia along with practical guidance on effective intervention. Essential reading for any professional who wishes to enhance their knowledge and practice in supporting learners who struggle with mathematics. -- Dr Pamela MoffettThis long awaited text books clearly explains the complexity of dyscalculia while providing practical guidance and helpful examples of how to support learners in the classroom. Well written, accessible and full of practical ideas, it is an essential text book for anyone interested in supporting learners with SpLD. -- Rhiannon PackerTable of ContentsIntroduction Part I: Dyscalculia and Mathematics Related Difficulties: Setting the Context Chapter 1: The Nature of Dyscalculia Chapter 2: Differences and Similarities between Dyscalculia and other Mathematics Related Difficulties Chapter 3: The Role of Memory in Learning Mathematics Chapter 4: Cognitive Processing Difficulties (and Abilities) Chapter 5: Mathematics Anxiety Part II: Identification and Assessment of Dyscalculia Chapter 6: Screening Procedures Chapter 7: Assessment of Memory Chapter 8: Assessment of Basic Number Skills Chapter 9: Assessment of Cognitive Thinking Style in Mathematics Chapter 10: Assessment for Visual Stress Chapter 11: Writing an Assessment Report on Mathematics Related Difficulties Part III: Planning an Intervention for Learners with Mathematics Difficulties Chapter 12: Models of Mathematical Development Chapter 13: Planning a Programme of Support Chapter 14: Multisensory Mathematics Teaching and Lesson Planning Chapter 15: Mathematical Vocabulary Chapter 16: Developing Number Concept and Mathematical Relationships Chapter 17: Deductive, Inductive and Abductive Reasoning Part IV: Practical Teaching Examples Chapter 18: Using Mathematical Models to Develop Relational Understanding Chapter 19: Visualisation Chapter 20: Problem-solving Approaches Chapter 21: Linking Concepts to Everyday Events Appendices Appendix 1 (a) Digit Span Tasks Appendix 1 (b) Visual Sequential Memory: Symbols Appendix 1 (c) Visual-spatial Memory: Grids Appendix 2: Outline of Programme (and Record Sheet) Appendix 3 Solution to Algebra Problem (Grid Method)

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Book SynopsisThis book is an effort to review the theoretical framework for the use of alternative assessment in EFL contexts and provides a collection of empirical research on alternative assessment for different groups of EFL learners in various classrooms. The aim of the book is not to simply review the past literature on alternative assessment in EFL, rather it aims to evaluate current language policy reforms, in which opportunities for alternative assessment are incorporated. Recent developments and possibilities for alternative assessment implementation in specific language skills are encouraged. The book provides empirical findings specific to certain sub-skills using alternative assessment strategies in EFL. Both the theoretical framework, and the insights and implications from the empirical research described in the book will make alternative assessment more accessible to language teachers in the most relevant and practical way.Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/using-alternative-assessment-to-improve-efl-learners-learning-achievement-from-theory-to-practice/

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Book SynopsisThe 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.Table of ContentsForeword by Dylan Wiliam Preface Acknowledgments About the Authors Chapter 1 Inside the Black Box Revisited A New Way of Thinking About Assessment A Systematic Review What Is the Black Box? Getting Into the Details Is There Evidence That Improving Formative Assessment (AfL) Improves Standards? Is There Evidence That There Is Room for Improvement? Is There Evidence About How to Improve Formative Assessment (AfL)? Changing Practice Guiding Principles Improvement as a Journey Chapter 2 A Tale of Two Countries The Tale of the United Kingdom Major Policy Moves in the UK A Tale From the US Two Countries, Two Journeys? Chapter 3 Student Role in Assessment for Learning Expanding Conceptions of AfL Sociocultural Perspective and AfL Self-Regulated Learning Growth Mindsets Chapter 4 Planning for Learning Distinct Teaching Approaches Influences on Changing Practice Concluding Thoughts Chapter 5 Transforming Classrooms Transforming Practice Developing AfL Practices Classroom Routines Chapter 6 What Still Needs to Be Explored From Evidence-Based Practice to Practice-Based Evidence Teachers Need to Be Vigilant for Evidence Interactions Work in a Nuanced and Detailed Way Context Matters Learning Identity Identity-Safe Environments Funds of Knowledge Disciplinary Knowledge Index

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Book SynopsisFeedback for Continuous Improvement in the Classroom shows how to plan, enact, and reflect on feedback practices within lessons and across units using a new accessible, comprehensive, and innovative framework.Trade Review" I love the book! It was a quick read and super useful. As an educational leader on the ground, I found the clarity of the spoken feedback chapter a "for sure we need to study" at my site. Teachers love to give verbal feedback, but meaningful feedback that acknowledges the work, gives specifics, and pushes for students to continue to grow is a hard balance. I also find the chapter on nonverbal feedback extremely useful, especially when we think of students new to the country where English may be a second or third language. When I think about newcomers, they are on constant overload. They are listening to a language they do not fully understand, reading a language that may be very odd, and trying to understand what someone is saying. The combinations of spoken, nonverbal, and written feedback suggested in this book can make a tangible difference. Regardless of what levels of language learners are in your classroom, everyone wants to be better and grow. Can’t wait to grab Feedback for Continuous Improvement in the Classroom for my staff when it comes out! " -- Amber Andrade"I enjoyed this book, and if you are an educator keen to provide feedback that is effective and equitable for your students, so will you. The book covers some territory that may initially be familiar, with formative assessment practices as its backdrop, but it does so from new vantage points and with connections to a slew of different strategies that can deepen those practices so teachers provide feedback to advance student learning or to facilitate their students in providing feedback to one another or engaging in self-driven formative feedback. The power of this book stems from the different ways the authors support the reader’s own learning—they use some of the very techniques they are promoting with our students. Using guiding questions and the SOLO taxonomy, the reader is invited to gauge their own learning about formative assessment and feedback along the way. "Scaffolds and Guided Practice" sections, discussion starters, and activities for lesson study and professional learning communities as well as "Try It Tomorrow" ideas that include useful tips for using technology to efficiently record and share feedback provide opportunities for educators to try out suggestions. A "Ticket Out the Door" section at the close of each chapter prompts both further practice and reflection. All this adds up to skillfully answering the central question of the book: How can we use feedback effectively and equitably to ensure all of our students are ready for college and the workplace because they know how to and are able to use feedback for continuous improvement?" -- Alison Bailey"This book couldn’t be more timely. As the world heals from a pandemic and school leaders and teachers are expected to accelerate student learning and address their social-emotional needs, the commitment to feedback for all can help us feel and be more connected. I appreciate the focus on equity and excellence that lies at the heart of each chapter. Duckor and Holmberg understand that formative assessment and continuous feedback are critical to engaging, eliciting, and extending student learning. This book provides concrete research-based tools with videos, reflective questions, vignettes, and self-assessments to help us engage students in their learning through formative feedback. If your staff engage in these practices, your students are sure to benefit!" -- Blanca Baltazar-Sabbah"Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities is an absolute must-have for educators energized to close existing opportunity gaps by putting student work back at the center of learning. By using formative feedback as a tool to create schools that "work for all students," Duckor and Holmberg weave authentic stories, practical strategies, and evidence-based practices that capitalize on their extensive partnerships with PreK–12 schools. Targeted for pre-service and in-service teachers, school administrators, and teacher educators, this book is essential for any educator searching for how to enact transformational practices. I loved it and I am confident my teacher candidates will, too!" -- Nicole Barnes"Brent Duckor and Carrie Holmberg’s Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities is a "must-read" for educators at every level. It is chock-full of practical examples and guiding questions and is the perfect guide for improving assessment practices in classrooms. I intend to use it in a book study with educators in my work this year." -- Carrie Bosco"The authors’ commitment to every child having the right to learn as part of democratic education shines through the book, as does their commitment to feedback as the exchange of information that serves as the link between equity and excellence. Throughout the text, research evidence is interleaved with practical examples and prompts for reflection and self-assessment. The classroom examples in particular resonated with me. Throughout, the nature of and possibilities for student participation are outlined with sensitivity and respect for student ideas and agency. I can readily imagine that Feedback for Continuous Improvement in the Classroom could anchor productive and provocative individual and collective learning aligned with the authors’ vision of education as an opportunity for students and teachers to learn, care, and experience joy." -- Bronwen Cowie"Feedback for Continuous Improvement in the Classroom is a deft, accomplished guide to an important but seldom examined feature of teaching. While reforms come and go, feedback will remain an enduring feature of teachers’ work in our schools. Both novice and mid-career teachers will benefit from this book." -- Larry Cuban"Busy practitioners want to know what to do tomorrow. Duckor and Holmberg’s Feedback for Continuous Improvement in the Classroom delivers the try it tomorrow and tech tips to get feedback happening now in your classroom. Putting aside the dysfunctional detail and stale ideas about the role of rubrics, the authors open up new possibilities with progress guides for student, peer, and teacher-led assessment that deepen learning. All teacher educators can use this book as a resource to teach the how and the why while getting new feedback processes and routines up and running with novices and more seasoned instructors at your school. Both practical and philosophically grounded, this book is a worthy addition to the playbook of any progressive, equity-minded educator." -- Ben Daley"Duckor and Holmberg’s latest book, Feedback for Continuous Improvement in the Classroom, challenges society’s obsession with grades, turning our attention toward ways in which specific, timely formative feedback invites TK–12 students to reflect upon, deepen, and stretch their thinking, shedding light on understanding and possibilities. This is the real work of teaching and learning. Going beyond the research findings, this book proposes actionable ways teachers might better embed formative feedback into their curriculum, creating a feedback-rich school culture—one classroom, one student at a time." -- Annamarie M. Francois"There are many books on feedback, but hardly any have sticking power. Brent Duckor and Carrie Holmberg’s Feedback for Continuous Improvement in the Classroom is a deep winner. It is comprehensive yet specific and powerful in all respects. The chapter formats are well-designed for garnering author insights, using guiding questions, identifying purpose-driven feedback goals, and accessing a plethora of tools, organizers, videos, and touchpoints to advance schools and systems from inside the classroom. The core of their action-oriented formative feedback framework is crystal clear and well-aligned with other reform efforts across California and beyond. The book is based on the premise of teacher-driven, teacher-led change that enables leaders in the building as well as peers to join as guides on the side in the promise of effective feedback for all children. I especially liked the chapter on peer-driven feedback with its guiding questions and other tools to promote focused collaboration in the classroom. The authors provide very clear distinctions about what peer-driven formative feedback is and isn’t and they consistently offer practical tips and to-do’s to bring everyone toward deeper learning and consensus on what matters. All in all, Duckor and Holmberg’s latest book is a treasure trove of ideas, insights, and schemas that benefit individuals as well as teams and groups of teachers. It covers the gamut of feedback exchanges from individuals to small groups to the whole class and back to oneself. This is a true accomplishment, in large part, based on their deep experiences with middle and high school assessment reform for many decades." -- Michael Fullan"Duckor and Holmberg’s Feedback for Continuous Improvement in the Classroom fills an important gap between the general knowledge that formative feedback is critical for supporting student learning and the knowledge of how to actually provide students the feedback that will support them best. The power of the book lies in the balance between a framework that provides a comprehensive view of the different contexts and types of feedback and the specific details of how those factors shape what the most effective feedback structures and approaches look like in practice. This work will be critical to policymakers looking to better connect systems of support to the daily work of equity-driven teaching and learning in California schools." -- H. Alix Gallagher"In Feedback for Continuous Improvement in the Classroom, Brent Duckor and Carrie Holmberg combine important scholarly insights from past and current reforms with deep knowledge from their work as expert educators to produce a blueprint for building equitable schools that enable all students to learn and grow continuously. The book’s focus on classroom teaching with rich tasks and real-world projects aptly re-centers the need for authentic assessment in the 21st century. By bringing forth a vision of the future that builds firmly on past reform, Brent and Carrie’s work offers policymakers and practitioners a solid foundation for progress in supporting success for all." -- Linda Darling Hammond"In their compelling book, Duckor and Holmberg make a powerful, nuanced case for the necessity of feedback for a democratic education. They spell out why and how both teacher-driven and student-driven feedback works, offer lots of practical advice (including many examples of feedback as well as advice from teachers), and provide structured opportunities for readers’ reflection and self-assessment. Anyone who wants to understand the value of feedback and how to put it into practice to benefit learning should definitely read this book." -- Margaret Heritage"Teachers in different types of schools, regions, and cultural contexts will all find this book very relevant and helpful to their work. As formative assessment has become an important ingredient in classroom instruction, the question of how to give formative feedback follows naturally. Yet, limited resources are available on feedback. This book provides a framework to understand formative feedback as well as many concrete suggestions on how to take action in various classroom settings. With guiding questions, definition boxes, and well-selected examples, the chapters are easy to read and the tips from the authors are easy to implement. In summary, Duckor and Holmberg’s Feedback for Continuous Improvement in the Classroom is a wonderful reference on formative feedback. It will be worthwhile to have different language versions of this book so that teachers in other countries and regions can benefit from it, too." -- Xiaoting Huang"Feedback has been argued to be an important and powerful tool in a teacher’s pedagogical repertoire, and yet it often remains fleeting and practiced without deep considerations of the complex suite of curricular ideas and instructional and assessment strategies that can empower learners and learning. Duckor and Holmberg’s Feedback for Continuous Improvement in the Classroom is a research-informed, authentic, and easy-to-read book that provides practitioners with a comprehensive understanding of formative feedback that can improve their practices and increase student engagement and learning. The book beautifully weaves together theory, research, evidence, examples, and practical ideas in a highly accessible manner to help teachers effectively mobilize feedback in constructive and powerful ways in their classrooms. Through their formative feedback framework, Duckor and Holmberg have produced a fantastic resource for teachers in any educational setting to reflect on their own practice; engage deeply with fundamental ideas on feedback, rich tasks, learning goals, learning contexts, configurations, modalities, and directionalities of feedback; and ultimately bring their feedback practices to the next level." -- Dennis Kwek"Huge kudos to Brent Duckor and Carrie Holmberg for offering our communities Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities. The depth, breadth, and practicality of this book will be a great tool for teachers and those who support teachers in improving teaching, learning, and assessment. Our own gold standards for project-based learning design and teaching elements are highly aligned with the tools and processes detailed in Duckor and Holmberg’s book. Their unique focus on long-cycle projects, utilizing different lenses on feedback with shared progress guides, is a welcome innovation. There are many synergies, including elements of reflection, critique, and revision and student voice and choice in our design elements, and assessment and scaffolding of student learning in our teaching elements at PBL Works. Our curriculum and teacher consulting teams at the Buck Institute for Education (PBL Works and PBL Now) look forward to sharing Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities and its strategies with the teachers and education leaders we work with across the United States and the world." -- Bob Lenz"There is a general consensus in the field that instructional feedback has great potential to improve a range of student outcomes. However, questions of how it works, for whom, and under what instructional circumstances still stand. Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities will help you to get answers to these—and many other—questions. If you want to understand the nature, purpose, applications, processing, and caveats of feedback, this book is for you. It is a terrific resource for teacher candidates, in-service teachers, and researchers who want a quick yet thorough introduction to the field of feedback. Thank you for this terrific volume!" -- Anastasiya Lipnevich"Duckor and Holmberg have given us a roadmap to deepen feedback with concrete tools to deepen assessment for learning in our district. The introduction of progress guides to our teachers’ classroom assessment repertoire led to a shift in a group of educators, immediately appearing in math and science classrooms of participating teachers. These guides opened up new possibilities for self and peer-led assessments; we’d been waiting to provide that purposeful feedback that moves student learning forward. The teachers, staff, and instructional coaches jumped on board. Practical and innovative, this book is different. It is equity in action for all our kids." -- Elida MacArthur"This impressive, scholarly book is destined to become a seminal text on formative feedback, primarily because it puts myriad feedback practices at the epicenter of student achievement in a systematic way. In ten clearly written chapters, the authors present feedback practices that are based on contemporary research as well as classroom constraints and realities, with an emphasis on how feedback connects with ambitious teaching and equity. It is unique in providing an in-depth, comprehensive, engaging, and research-based treatment of all aspects of providing formative feedback that enhances student learning, including spoken, nonverbal, written, peer-based, individual, and small-group feedback. Notably, each chapter contains numerous learning aides, including teacher reflections and quotes, videos, author insights, guiding questions, examples, templates, and chapter recaps that will enhance practitioner applications to unique contexts." -- James McMillan"Every part of this book points at the purpose of public investment in education in any democracy. Feedback is not a luxury or afterthought. It must be practiced in every classroom and experienced in our schools. The power of formative feedback in the classroom—by all and with all—is on display in Duckor and Holmberg’s work. This timely book focuses on the habits of feedback that true democracy—with a small d—requires of us all!" -- Deborah Meier"Providing students with effective feedback is an important aspect of teaching, as it can significantly contribute to their learning and, ultimately, their achievement. By providing frequent, constructive, and instructive feedback to students, teachers can begin to bridge the gap between a student’s current state and the desired student outcomes. Duckor and Holmberg’s Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities provides a well-conceived and accessible framework for teachers, instructional coaches, and professional developers for considering how to better incorporate student feedback on a more consistent basis throughout the learning cycle. The text will be a useful resource for all educators." -- Tonya R. Moon"It is no secret that improving student learning requires deep collaboration and problem solving, which requires specific purpose-driven feedback guided by the desire to improve. Feedback for Continuous Improvement in the Classroom provides educators a road map with specific processes and structures that enhance effective feedback for the purposes of improving learning goals that are supported by rich learning tasks." -- Matt Navo"Acclaimed African American educator and civil rights activist who was a national advisor to Franklin D. Roosevelt, Mary McCloud Bethune, had a motto for school: Enter to learn, depart to serve. Highly skilled, equity-minded teachers are vital to the success of all students and the future of our country. To reach every child, we need teachers who see formative feedback as one of the core missions of school. Duckor and Holmberg’s latest book, Feedback for Continuous Improvement in the Classroom, equips the reader with a dynamic repertoire of teacher moves and strategies necessary to serve students effectively so that they will not only learn but thrive. It’s something the profession has needed for a long time and it’s well worth the read." -- Jacquelyn Ollison"Duckor and Holmberg’s newest book lays out an important challenge for policymakers; one that is worth taking up as we rethink systems of support to address inequity. They start with the subtle yet obvious idea: Feedback for our students is the foundation of public education in a democracy. Then with the hard-earned wisdom of practice, they show how accessible this vision is. State accountability frameworks and support systems need to find room for the formative feedback framework presented here; this is our future. In the meantime, teachers, staff, and administrative leaders can use this book to initiate change for how students and educators experience education today." -- Glen Price"In China, we have a long history with the concept of feedback. Every master and apprentice relied on feedback to communicate. Sadly, in modern Chinese culture, "face is bigger than sky;" therefore, too often, it is not as easy to receive sincere and constructive feedback. We refrain from giving honest feedback not because we don’t want to but because we don’t know how. That’s why I was so excited when I found out that Duckor and Holmberg are putting together a book on such a crucial but neglected topic. With innovative insights and practical tips like this, I hope feedback in China may evolve to become the upgrade and substitute of "traditional" assessment, as it is more effective and more useful to the apprentice, especially in student-centered and project-based learning environments." -- Terry Qian"New teachers want resources to help them build relationships with children and young people—from day one. Advice and support from expert educators can help them grow their capacity to connect their passion for subject matter with good feedback practices to support student learning. Brent and Carrie’s latest book, Feedback for Continuous Improvement in the Classroom, is a remarkable resource for our new teachers and their mentors. Every chapter captures a dimension of formative feedback in the classroom and provides strategies to use and reflect upon. Rooted in research on what works, the book provides a blueprint for building teacher capacity to lead equitable and equity-focused classrooms and schools. It empowers all of us who support the teaching profession to envision what a focus on growth, care, and connection with our students truly means. Teachers are deeply respected in these pages and all are invited to improve continuously." -- Mary Vixie Sandy"This is a major piece of work on feedback, one that is teacher-friendly and caring. Teachers and teacher educators will have a major source of information on formative feedback in all its variations at their fingertips." -- Rich Shavelson"In their latest book, Feedback for Continuous Improvement in the Classroom, Duckor and Holmberg have done a beautiful job of attending to the relational and collaborative aspects of meaningful feedback. Once again, ambitious teaching is seamlessly interwoven with research-based formative assessment strategies. By emphasizing a focus on long-cycle projects, rich tasks, and other meaningful assignments—those that offer opportunities for deeper feedback exchanges in the classroom—they successfully demonstrate why feedback is what makes the difference in supporting and improving student learning. I appreciate that the book offers practical prompts, tools, and routines that help students internalize criteria for quality work and supports them in developing agency as they engage with teachers and peers to learn and improve. There are lots of examples that bring to life research on what makes feedback essential to deeper learning, and it is clear these authors speak from hard-won experience in assessment reform." -- Lorrie A. Shepard"Like a chocolate lava cake, this book is rich with new insights and can be consumed slowly, but in the end, you’ll be fully satisfied with a new perspective on feedback. Duckor and Holmberg have done a great job making their formative feedback framework accessible to a wide range of readers, but most importantly, it is written with teachers in mind. I enjoyed the logical array of the chapters, each one containing advance organizers, periodic calls for self-reflection, practical examples provided by real teachers, and takeaways at the end. As noted in the opening, it is "formative feedback that matters most to continuous improvement." Duckor and Holmberg’s book has delivered a recipe to help students and teachers achieve this goal in today’s classrooms." -- Valerie Shute"Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities is the perfect book for educators at all levels who want to be absolutely current with the research, thinking, and practice on instructional feedback. Duckor and Holmberg present readers with a thorough and accessible introduction to the field and bring them right up to the minute on current thinking in this rapidly evolving and increasingly complex field. It would be great as a text for teacher education or individual chapters could be "starters" for in-service workshops. My feedback is simple: Congratulations on an excellent job!" -- Jeffrey K. Smith"We can argue whether or not humans are the only teachers in the animal kingdom, but there is no question that our species alone provides feedback on performance. We might therefore consider feedback on learning as the pinnacle of pedagogy. Do we gain our capacity for assessing learners and offering guidance by instinct or extensive practice? This outstanding book obviates the question because it shows in careful detail and in the use of extensive examples how to learn what learners know (and have yet to learn) and offer directions for the next steps. I can think of no educator, at any level of expertise, who would not benefit from reading this book and using the ideas herein." -- Kip Téllez"What Duckor and Holmberg have accomplished is to craft a reading experience that, while grounded in solid scholarship, feels very much like a learning journey. The combination of the big ideas with the very practical "Try It Tomorrow" recommendations and authentic "Teacher Reflections" center practice in a way that feels deeply respectful and not overwhelming. I also appreciate explicit guidance to the individual adult learner as well as scaffolding for collective learning by grade-level teams or whole schools. This is a book that delivers on one of those rarest of promises—translating research knowledge into practicable knowledge. Quality feedback is key to accelerating learning; this book will accelerate your learning about feedback." -- Christopher Thorn"Our university focuses on teaching college-level students 21st century skills with a focus on entrepreneurial thinking and design. Duckor and Holmberg’s latest book, Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities is a total winner. By unpacking the practical skills needed to develop entrepreneurial thinking (which is project-based, collaborative, and communication driven), our undergraduates will be ready to give and take feedback to the next level. Well researched and full of hands-on examples, global-minded business schools will benefit from this comprehensive handbook." -- Diah Wihardini"Duckor and Holmberg provide a passionate yet realistic approach to providing feedback to students to fulfill their civil right to learn. It is unconscionable to teach students without providing daily and in-the-moment feedback and leveraging students’ own voices in the process of their learning. These authors lay out a framework and a series of action steps to help all teachers, novice through expert, reflect on their classroom practice and consider their own professional growth through the lens of understanding how students are thinking and developing while they are teaching them. This is a must-read for all soon-to-be-teachers who seek real engagement with the next generation of students in our public schools. Reading this user-friendly book, teachers will feel empowered to guide students and learn with them as they each grow to better understand students’ cognitive processes and as students grow in their understanding of the learning standards." -- Diana Wilmot"This book is a wonderful resource for teachers and other educational professionals who want to know more about formative feedback. The chapters capture all the most important aspects, and some you probably did not know about. Each chapter has a useful general orientation to one aspect of formative feedback, including guiding questions, definitions, and a very clarifying "What It Is and What It Isn’t" table. The chapter helps the individual reader understand what they can readily learn through a self-assessment that also defines for the reader the different levels of sophistication in that aspect of formative feedback. This is followed by brief and very readable sections on planning, the research background, personal reflections from teachers who are well-accomplished at formative feedback, and practice tips. This is all woven together with brief summaries of important concepts and instructional tactics; together, these provide the reader with a masterly overview of the topic. Altogether, this is the authoritative account of formative feedback available today—and a great resource for the practicing teacher." -- Mark R. Wilson"Duckor and Holmberg’s latest book, Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities, is an important resource for teachers, school leaders, teacher educators, and curriculum developers alike. This well-written book explores formative feedback in secondary school contexts through a new, innovative framework by looking at its directionalities, configurations, and modalities. This book brings together research-based evidence from across the globe, real-life examples in U.S. schools, and practical suggestions and tips for teachers across the world. With this book, readers from different contexts and countries will find much to stimulate their thinking about formative feedback and improve their feedback practices in the classrooms." -- Hwei-Ming Wong"Brent Duckor and Carrie Holmberg’s new book seamlessly weaves together research on formative feedback with issues of equity and pedagogical content knowledge, all while illustrating key ideas with student and teacher voices. There are so many practical tools embedded throughout the chapters that this book will be a go-to resource to support teacher learning communities find meaningful entry points into this critical work. It is a book that I know I will return to repeatedly." -- Caroline E. Wylie"If you are looking for a comprehensive resource for maximizing the depth and effectiveness of feedback in your setting, this is it. Duckor and Holmberg have written a well-researched and highly practical book that will become a cornerstone for improving the overall learning and growth of all students in your classroom and school. The concern for differentiated feedback and academic language support is timely and needed for the field." -- Jeff ZwiersTable of ContentsWhat Readers Can Download and Print List of Videos Preface Acknowledgments About the Authors How to Use this Book Learning Goals, Tasks, and Cycles of Feedback for Continuous Improvement Chapter 1: On the Role of Learning Goals, Tasks, and Cycles of Feedback for Continuous Improvement Directionality Chapter 2: Teacher-Driven Feedback Chapter 3: Peer-to-Peer Driven Feedback Chapter 4: Self-Driven Feedback Configuration Chapter 5: Feedback With the Whole Class Chapter 6: Feedback With Small Groups Chapter 7: Feedback With Individuals Modality Chapter 8: Written Feedback Chapter 9: Spoken Feedback Chapter 10: Nonverbal Feedback Self-Study Checklist Glossary References Index

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Book SynopsisRethink the roles, responsibilities, and workflow in your blended learning classroom and enjoy balance in your life. Blended learning offers educators the opportunity to reimagine teaching and learning. It allows teachers to partner with their students to assess, track, and reflect on learning. This partnership gives teachers more time and energy to innovate and personalize learning while providing students the opportunity to be active agents driving their own growth. If one thing is certain after the 2019-2020 school year, blended learning is here to stay. Learning must be a shared endeavor between the teacher and the learner. This book provides teachers with strategies to rethink traditional workflows to make teaching practices sustainable. Written by blended learning expert, Catlin Tucker, this resource provides teachers with concrete strategies and resources they can use to partner with their students to actively engage them in setting goals, monitoring their development, reflecting on their growth, using feedback to improve work, assessing the quality of their work, and communicating their progress with parents. Balance With Blended Learning includes Practical strategies for teachers overwhelmed by their workloads Routines and protocols designed to move feedback and assessment into the classroom to eliminate much of the work teachers take home Ready-to-use templates and resources designed to help students take an active role in tracking, monitoring, and reflecting on their progress Vignettes written by teachers across disciplines Stories from the author′s extensive experience both as a teacher and blended -learning coach Redefining roles in a blended learning classroom encourages students to take ownership over their learning journeys and helps teachers feel more effective, efficient, and energized. Trade ReviewThis book provides the fundamentals needed to transform your classroom from teacher centered to student centered. Catlin Tucker has thoroughly outlined the steps needed to create a blended learning environment with the necessary student–teacher partnership. -- Kelly Fitzgerald * Leander, TX *After reading Balance With Blended Learning, I was hooked! This new focus in the series, on helping coach students to understand their own learning, is exactly what educators need right now as we move from the front of the classroom to sitting shoulder to shoulder with our students to make sense of learning goals and assessing them! -- Melissa Wood-Glusac * Thousand Oaks, CA *Catlin Tucker has created a resource to help teachers better assess their students’ work and more importantly, help students become more engaged in the process. Balance With Blended Learning: Partner With Your Students to Reimagine Learning and Reclaim Your Life will undoubtedly help secondary teachers promote more student-friendly grading experiences that aid them in demonstrating their own progress and growth. It will help any teacher make changes to their assessment practices that will benefit student learning. -- Starr SacksteinAs teachers, we strive to foster and nurture lifelong learners—learners that sustain their purpose and passion for learning regardless of their path in life. What Catlin shares with us in this book takes us one giant step forward toward that goal by focusing on grades and student ownership of their learning progression. Using her personal and very transparent experiences as a teacher, she unlocks a pathway for us to truly partner with our learners and thus move them closer to lifelong learning by actively involving them in monitoring their own learning progress. As a parent, teacher, and teacher educator, the ideas in this book will change the way I "do business" inside and outside of my classroom. -- John AlmarodeTable of ContentsPreface Acknowledgments About the Author Chapter 1: The Problem With Traditional Grading Practices Problems With Traditional Grades My WHY Grades Are Hotly Debated in Education If We Cannot Throw Out Grades Completely, What Can We Do? Blended Learning to the Rescue Chapter 2: Embracing a Partnership Model With Blended Learning From Hierarchy to Partnership Partnership Principles for Teachers and Students How Can Blended Learning Support a Teacher–Learner Partnership? Chapter 3: Who Is Doing the Work in Your Classroom? Lack of Time and Exhaustion Are Barriers to Innovation Who Is Doing the Work? Reframe the Way You Think About Your Work Flip the Workflow in Your Classroom Chapter 4: Encouraging Metacognition in Your Classroom The Power of Metacognition Five Strategies Designed to Develop Metacognition in the Classroom Building a Metacognitive Practice Into the Classroom With Blended Learning Chapter 5: Flip Learning With Videos The Benefits of Using Videos With Students Video Is Versatile Addressing Concerns About Using Video in School Creating Your Own Video Content Curating Video Content Online Chapter 6: Goal Setting Motivating Unmotivated Students Goal-Setting Strategies Chapter 7: Real-Time Feedback Using the Station Rotation Model Troubleshooting Challenges With Traditional Approaches to Feedback Spotlight Blended Learning Model: Station Rotation Model Tucker Time Feedback Station Real-Time Feedback Tips Tech Can Make Giving Feedback Easier Deciding on the Feedback Format That Fits Chapter 8: Rubrics for Learning Rubrics as Roadmaps Rubric Design: Avoiding Common Mistakes Using Rubrics to Further Student Learning You Don’t Need to Assess Every Aspect of Every Assignment Single Skill Rubric: Less Is More Chapter 9: Side-by-Side Assessments Ask Yourself, Why Am I Grading This? Select a Blended Learning Model and Design Your Lesson Select Specific Grading Criteria for Your Side-by-Side Assessments Prior to Side-by-Side Assessments, Ask Students to Complete a Self-Assessment Preparing for Side-by-Side Assessments Conducting Side-by-Side Assessments Chapter 10: Students Communicate Directly With Parents About Their Progress It’s Unrealistic for Teachers to Communicate With All Parents Regularly Email Updates Publishing Student Work Student-Led Conferences Preparing for Student-Led Conferences Virtual Student-Led Conferences Chapter 11: Grade Interviews Students Become Active Agents in the Grading Process Apply for a Grade Interview Preparing for Grade Interviews Conducting Grade Interviews The Possibilities of a Partnership Model The Goal: Achieving Balance References Index

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Book SynopsisThe obstacles to valid and meaningful assessment of deaf and hard of hearing children and adolescents are great, yet professionals are regularly asked to conduct comprehensive evaluations to determine resource and program eligibility, test modifications in school, classroom and home recommendations, and referrals. In this important new text, the authors define the skills required of the examiners, explain the complex nature of these assessments, and describe ways to intelligently use existing tests. Authors Margery Miller, Tania Thomas-Presswood, Kurt Metz, and Jennifer Lukomski bring a wealth of knowledge and experience to this in-depth treatment of topics essential to educators and school psychologists. They cover such critical areas as test construction and measurement; the diversity in American Deaf culture; the role of parents in the assessment process; neuropsychological assessments; nonverbal methods for assessing intelligence; and the need for sign language competency when testing cognitive and language skill. The text concludes with recommendations for the development of valid and reliable tests for all students who are deaf and hard of hearing.

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