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Table of Contents CHAPTER 1: Formative Assessment and Assessment for Learning........................................1 What Is Formative Assessment?..............................................................................................................4 Summative Assessment.....................................................................................................................5 Formative or Summative?.................................................................................................................6 What Gives Formative Assessment Its Power?......................................................................................7 Formative Assessment in Teachers’ Hands......................................................................................9 Formative Assessment in Students’ Hands....................................................................................10 Seven Strategies of Assessment for Learning......................................................................................11 Where Am I Going?.........................................................................................................................11 Where Am I Now?...........................................................................................................................12 How Can I Close the Gap?...............................................................................................................13 Conclusion ............................................................................................................................................14 The Chapters Ahead.............................................................................................................................14 CHAPTER 2: Where Am I Going? Clear Targets.......................................................................15 Strategy 1: Provide students with a clear and understandable vision of the learning target............22 Converting Knowledge and Reasoning Learning Targets to Student-friendly Language....................................................................................................................22 Defining Quality for Reasoning, Performance Skill, and Product Learning Targets....................28 When to Share the Learning Target................................................................................................41 Checking for Understanding of the Intended Learning.................................................................41 Strategy 2: Use examples and models of strong and weak work.........................................................42 Knowledge and Reasoning Learning Targets: Selected Response Items......................................42 Reasoning, Performance Skill, and Product Learning Targets: Performance Assessment Methodology..........................................................................................43 Examples of Strategies 1 and 2 with Elementary Students.................................................................46 Inference Scenario..........................................................................................................................47 Conclusion.............................................................................................................................................51 CHAPTER 3: Where Am I Now? Effective Feedback .............................................................53 Characteristics of Effective Feedback .................................................................................................56 1. Effective feedback directs attention to the intended learning.................................................57 2. Effective feedback occurs during learning.................................................................................68 Other Feedback Variables to Consider.................................................................................................69 3. Effective feedback addresses partial understanding.................................................................70 4. Effective feedback does not do the thinking for the student....................................................72 5. Effective feedback limits correctives to what students can act on...........................................74 Suggestions for Offering Feedback.......................................................................................................75 Picture or Symbol Cues...................................................................................................................75 Assessment Dialogues.....................................................................................................................78 Peer Feedback.......................................................................................................................................83 Scaffolding a Peer Feedback Conference.......................................................................................84 Peer Response Groups....................................................................................................................87 Conclusion.............................................................................................................................................92 CHAPTER 4: Where Am I Now? Self-assessment and Goal Setting......................................93 Impact of Self-assessment on Student Achievement...........................................................................96 Three Parts: Self-assessment, Justification, and Goal Setting.............................................................99 Quick Self-assessment Ideas.................................................................................................................99 Self-assessment and Goal Setting with Selected Response and Constructed Response Tasks...............................................................................................................103 Before: Targeting the Learning.....................................................................................................103 During: Self-assessment While Completing an Assignment, Quiz, or Test ...............................109 After: Self-assessment and Goal Setting Using the Results of a Formative Quiz or Test..........111 Self-assessment and Goal Setting with Performance Assessment Rubrics......................................117 Prerequisites.................................................................................................................................117 Ways to Format Rubric Text.........................................................................................................118 Using the Rubric Itself...................................................................................................................119 Goal Setting.........................................................................................................................................123 Helping Students Set Specific, Challenging Goals.......................................................................124 The Goal-setting Conference........................................................................................................126 Conclusion...........................................................................................................................................127 CHAPTER 5: How Can I Close the Gap? Focused Teaching and Revision.........................129 Scaffolding with Selected Response and Short Constructed Response Items.................................132 Identifying and Using Typical Misconceptions and Reasoning Errors .......................................132 Multiple-choice Items as Teaching Tools......................................................................................134 Using Graphic Organizers as Teaching Tools...............................................................................139 Scaffolding with Performance Assessment Tasks and Rubrics.........................................................141 Creating Focused Tasks.................................................................................................................141 Practicing One Criterion at a Time...............................................................................................145 Conclusion ..........................................................................................................................................146 CHAPTER 6: How Can I Close the Gap? Tracking, Reflecting On, and Sharing Learning........................................................................................................................149 Students Keeping Track of Their Learning........................................................................................152 Recording Progress.......................................................................................................................152 Keeping Learning Journals............................................................................................................153 Collecting Samples of Work...........................................................................................................156 Students Reflecting on Their Learning...............................................................................................159 Reflecting on Growth.....................................................................................................................159 Reflecting on a Project..................................................................................................................162 Reflecting on Achievement...........................................................................................................164 Students Reflecting on Themselves as Learners..........................................................................165 Students Sharing Their Learning .......................................................................................................167 Writing to Others..........................................................................................................................167 Participating in Conferences.........................................................................................................169 Conclusion ..........................................................................................................................................174 Closing Thoughts................................................................................................................................174 Appendix A: Student-friendly Scoring Rubrics......................................................................175 Appendix B: Reproducible Forms...........................................................................................199 Bibliography ...............................................................................................................................255 Table of Contents
Manual solution Seven Strategies of Assessment for Learning for sale , Seven Strategies of Assessment for Learning for sale , Seven Strategies of Assessment for Learning pdf for sale , Jan Chappuis, Pearson Assessment Training Institute
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