By Phyllis Jones, Judy Carr
Regardless of what percentage occasions you weigh a pig, all you research is how a lot it weighs. with a purpose to research whatever else, you would like a unique evaluate. This brilliant booklet explains how well-constructed checks offer information that's necessary to the improvement of studying possibilities for all scholars. The textual content contains contributions from academics and instructor educators, school room vignettes, and replacement methods which were confirmed priceless in assessing the desires of a variety of scholars.
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Extra info for A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work
In addition, they stress appreciating the different intelligence domains when planning and delivering teaching and learning. This becomes crucial when considering a class of diverse learners who may struggle in academic performance assessment but demonstrate strength in one or more domains of multiple intelligences. The vignette of Miss Adams’s “X”-making lesson illustrates this idea. ” She learned that several students were not proficient at “X” making and designed a lesson to teach the skill.
Intrapersonal dimension: Miss Adams encourages her students to ref lect on their ability to make “X’s” and mediates their appreciation of what they need to work on to improve. She ultimately assesses their “X”-making performance. Naturalistic dimension: Miss Adams structures a treasure hunt for “X’s” around school and takes students on a short walk to discover “X’s” in the environment. She assesses how many “X’s” each student is able to find and their search strategies. From this it becomes clear that although Miss Adams sets up different instructional strategies to accord with different learning preferences, she is able to assess her students’ “X” making based on their performance in each of these dimensions.
1. indd Sec1:15 √ Success without adult prompt > Success with adult prompt X Continue instruction 11/10/2006 10:02:37 AM 16 Contemporary Issues in Classroom Assessment Knowledge of the Student In classrooms that celebrate diversity, students are allowed to learn differently, and as demonstrated in the vignette at the beginning of this chapter, students bring varied levels of knowledge and experience to the learning. The different ways that students learn must inf luence the assessment practices employed in classrooms.
A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work by Phyllis Jones, Judy Carr