By Phyllis Jones, Judy Carr
Regardless of what number instances you weigh a pig, all you research is how a lot it weighs. with the intention to study anything else, you would like a special overview. This good publication explains how well-constructed checks supply information that's necessary to the advance of studying possibilities for all scholars. The textual content contains contributions from academics and instructor educators, school room vignettes, and substitute techniques which have been confirmed necessary in assessing the desires of quite a lot of scholars.
Read or Download A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work PDF
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Extra resources for A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work
Sample text
Indd Sec1:28 11/10/2006 10:02:39 AM 3 Performance Assessment in the Elementary Grades Stephen Rushton and Anne Marie Juola-Rushton Early Monday morning, several students from a multiage 3rd- to 5th-grade class burst into their classroom in anticipation of what new projects await their discovery. Recent visits to both the local landfill and the city’s wastewater treatment center have excited their curiosity. They know that a new unit on pollution is on the horizon, and they are eager to see what their teacher has prepared for them.
The Role of Cognition Cognition largely relies on our language capability. Teachers such as Mr. Fitzgerald are not consciously aware that each CLD student’s language capability in learning varies greatly depending on how language and cognitive experiences interact in the child’s past learning. In some areas, such as everyday conversation, these students can more rapidly respond and process the information because the vocabulary is simpler and more repetitive. Technically, this is called contextualized language, meaning it uses many physical cues in a face-to-face situation (Garcia, 2002).
Indd Sec1:18 11/10/2006 10:02:38 AM Inclusive Classroom Assessment 19 A strong emphasis must be placed on “assessment for teaching” that is an ongoing process integral to the philosophy of the classroom. Ongoing assessment, such as running records or performance portfolios, is the process of gathering information in the context of everyday class activities to obtain a representative picture of children’s abilities and progress (Dodge, Heroman, & Charles 2004). The process and product of ongoing assessment should directly inf luence planning and teaching.