By Phyllis Jones, Judy Carr

ISBN-10: 0807747548

ISBN-13: 9780807747544

Regardless of what number occasions you weigh a pig, all you examine is how a lot it weighs. that allows you to study anything else, you would like a special review. This brilliant ebook explains how well-constructed checks offer info 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 substitute methods which were confirmed worthy in assessing the desires of quite a lot of scholars.

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How” or “why” questions can be asked of students who are more linguistically advanced. Activities that allow students to point to the correct answer will also illustrate comprehension. Finally, it is imperative that the teacher identifies whether the students who are CLD have sufficient linguistic knowledge to accomplish assignments and read the textbooks independently. Many such assessments become a measure of a student’s linguistic ability rather than a measure of content knowledge or skill (Ascher, 1990).

Through such careful professional development experiences, teacher attitudes toward and relationships with students who are different can be explored and enhanced. MANAGING DIVERSE ASSESSMENT IN THE INCLUSIVE CLASSROOM Frequently, concerns are raised about how to manage diverse assessment processes in the classroom. Multiple forms of assessments, including tests, observations, and portfolios, create a mass of paper to be managed. Different schools and even classrooms may have different approaches to assessment management systems.

It is a challenge for a teacher to record effectively student learning in a busy and active classroom. 1, offer a valuable tool in the process of collecting observations in a focused and manageable way. In using the schedule, a teacher is able to record pertinent information directly related to the desired student learning. In the suggested format, a teacher completes the standards/objectives and instructional-strategies sections before the learning takes place. During the learning, student responses and performance are completed, in quantitative or qualitative ways.

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A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work by Phyllis Jones, Judy Carr


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