Using differentiated classroom assessment to enhance student learning:
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge, Taylor & Francis Group
2020
|
| Schriftenreihe: | Student assessment for educators
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | 124 Seiten |
| ISBN: | 9781138320970 9781138320963 |
Internformat
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Datensatz im Suchindex
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| adam_text | Contents About the Authors і ix Why Differentiated Classroom Assessment? Why Now? Re-creating the Classroom: A Different Approach to Instruction and Assessment 6 Differentiation 6 The Role of Assessment in Effective Differentiation i 10 Classroom Assessments during Formative Assessment 12 The Differentiated Assessment Cycle: What, When, and Why? 13 Phase I of the Assessment Cycle: Pre-assessment 13 Phase Π of the Assessment Cycle: On-going Assessment 14 Phase Ш of the Assessment Cycle: Summative Assessment 16 A (Brief) Guide to Differentiating Classroom Assessment 17 Looking Back and Ahead 21 References 21
VÍ Contents շ The Science behind Differentiated Classroom Assessment 24 Growth Mindset as Foundation for Differentiated Classroom Assessment 25 Building on Prior Knowledge to Gain New Knowledge 29 Zone of Proximal Development as Central to Learning Growth 32 Increasing Task Difficulty 33 Learning Progressions as Tools for Differentiating Assessments and Instruction 34 The Social Environment as a Catalyst for Learning 36 Feedback and the Socially Relevant Classroom Looking Back and Ahead 38 References 3 37 39 Differentiated Formative Assessment 42 Linking Curriculum, Assessment, and Instruction 43 Alignment of Targeted KUDs with Appropriate Formative Assessment Strategies 44 Administering and Interpreting Formative Assessment Data 45 Guiding Questions 46 Pre-Assessing to Guide Future Instruction 47 Data Interpretation Process 49 Using On-going Assessment Data for Differentiating Instruction 52 To Grade or Not to Grade On-going Assessments 53 Using the Data Interpretation Process 56 Content/Learning Targets for Each Group 59 Instructional Strategies to Use to Allow Students Access to the Content 60 Plans for Managing Groups so that Each Group Successfully Achieves the Intended Learning 60 Summary 60 References 61
Contents vìi Planning for and Using Data from Differentiated Performance Assessments 62 What Are Summative Assessments? 63 What Is Performance Assessment? 64 Differentiating Summative Assessments 66 Planning for and Implementing the Differentiated Performance Assessment 67 Considerations in the Grading Process 88 Development Stage of Classroom Performance Assessments 94 Scoring Classroom Performance Assessments 94 Three Keys to Defensible Grading 95 Grading Performance Assessments 98 Summary 99 References 101 Bringing Differentiated Assessment Data Use Full Circle: The Role of Teacher as Action Researcher Teacher as Action Researcher 102 105 Step One: Identifying an Area of Interest or Concern 105 Step Two: Data Collection 108 Step Three: Data Analysis 109 Identifying Student Performance Differences 109 Identifying Areas for Improvement 110 Step Four: Meaning-making: Information Generating 110 Step Five: Action Planning 111 Step Six: Reflecting on Actions 112 A Brief Example 112 Step One: Identification of Atea of Interest 113 Step Two: Data Collection about Area of Interest 113 Step Three: Analysis of Data 113 Step Four: Meaning-making of Analysis 114 Step Five: Action Planning 115 Step Six: Reflecting on Actions 116
VİİÎ Contents Making Decisions based on High-Quality Data front Differentiated Classroom Assessment 117 Summary 119 References 120 Index 121
STUDENT ASSESSMENT FOR EDUCATORS SERIES EDITOR: JAMES H. McMILLAN I Using Differentiated Classroom Assessment to Enhance Student Learning introduces pre- and in-service teachers to the foundations, data use, and best practices of the DCA framework. As differentiated instruction practices increasingly enable K-12 educators to individualize learning in their classrooms, it is important that this framework be extended to assessment as well. This concise yet comprehensive book explains the science and rationale behind DCA as well as principles and strategies for both formative and summative assessments. Replete with vignettes, sample outputs, and recommendations, this is a lively and much-needed guide to understanding, enacting, and analyzing grouped and individualized assessments.
|
| adam_txt |
Contents About the Authors і ix Why Differentiated Classroom Assessment? Why Now? Re-creating the Classroom: A Different Approach to Instruction and Assessment 6 Differentiation 6 The Role of Assessment in Effective Differentiation i 10 Classroom Assessments during Formative Assessment 12 The Differentiated Assessment Cycle: What, When, and Why? 13 Phase I of the Assessment Cycle: Pre-assessment 13 Phase Π of the Assessment Cycle: On-going Assessment 14 Phase Ш of the Assessment Cycle: Summative Assessment 16 A (Brief) Guide to Differentiating Classroom Assessment 17 Looking Back and Ahead 21 References 21
VÍ Contents շ The Science behind Differentiated Classroom Assessment 24 Growth Mindset as Foundation for Differentiated Classroom Assessment 25 Building on Prior Knowledge to Gain New Knowledge 29 Zone of Proximal Development as Central to Learning Growth 32 Increasing Task Difficulty 33 Learning Progressions as Tools for Differentiating Assessments and Instruction 34 The Social Environment as a Catalyst for Learning 36 Feedback and the Socially Relevant Classroom Looking Back and Ahead 38 References 3 37 39 Differentiated Formative Assessment 42 Linking Curriculum, Assessment, and Instruction 43 Alignment of Targeted KUDs with Appropriate Formative Assessment Strategies 44 Administering and Interpreting Formative Assessment Data 45 Guiding Questions 46 Pre-Assessing to Guide Future Instruction 47 Data Interpretation Process 49 Using On-going Assessment Data for Differentiating Instruction 52 To Grade or Not to Grade On-going Assessments 53 Using the Data Interpretation Process 56 Content/Learning Targets for Each Group 59 Instructional Strategies to Use to Allow Students Access to the Content 60 Plans for Managing Groups so that Each Group Successfully Achieves the Intended Learning 60 Summary 60 References 61
Contents vìi Planning for and Using Data from Differentiated Performance Assessments 62 What Are Summative Assessments? 63 What Is Performance Assessment? 64 Differentiating Summative Assessments 66 Planning for and Implementing the Differentiated Performance Assessment 67 Considerations in the Grading Process 88 Development Stage of Classroom Performance Assessments 94 Scoring Classroom Performance Assessments 94 Three Keys to Defensible Grading 95 Grading Performance Assessments 98 Summary 99 References 101 Bringing Differentiated Assessment Data Use Full Circle: The Role of Teacher as Action Researcher Teacher as Action Researcher 102 105 Step One: Identifying an Area of Interest or Concern 105 Step Two: Data Collection 108 Step Three: Data Analysis 109 Identifying Student Performance Differences 109 Identifying Areas for Improvement 110 Step Four: Meaning-making: Information Generating 110 Step Five: Action Planning 111 Step Six: Reflecting on Actions 112 A Brief Example 112 Step One: Identification of Atea of Interest 113 Step Two: Data Collection about Area of Interest 113 Step Three: Analysis of Data 113 Step Four: Meaning-making of Analysis 114 Step Five: Action Planning 115 Step Six: Reflecting on Actions 116
VİİÎ Contents Making Decisions based on High-Quality Data front Differentiated Classroom Assessment 117 Summary 119 References 120 Index 121
STUDENT ASSESSMENT FOR EDUCATORS SERIES EDITOR: JAMES H. McMILLAN I Using Differentiated Classroom Assessment to Enhance Student Learning introduces pre- and in-service teachers to the foundations, data use, and best practices of the DCA framework. As differentiated instruction practices increasingly enable K-12 educators to individualize learning in their classrooms, it is important that this framework be extended to assessment as well. This concise yet comprehensive book explains the science and rationale behind DCA as well as principles and strategies for both formative and summative assessments. Replete with vignettes, sample outputs, and recommendations, this is a lively and much-needed guide to understanding, enacting, and analyzing grouped and individualized assessments. |
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| index_date | 2024-07-03T14:42:58Z |
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| isbn | 9781138320970 9781138320963 |
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| spelling | Moon, Tonya R. ca. 20./21. Jh. (DE-588)1213383587 edt Using differentiated classroom assessment to enhance student learning Tonya R. Moon, Catherine M. Brighton, and Carol A. Tomlinson New York ; London Routledge, Taylor & Francis Group 2020 124 Seiten txt rdacontent n rdamedia nc rdacarrier Student assessment for educators Unterrichtsbeurteilung (DE-588)4121826-7 gnd rswk-swf Lernerfolg (DE-588)4125753-4 gnd rswk-swf Unterrichtsbeurteilung (DE-588)4121826-7 s Lernerfolg (DE-588)4125753-4 s DE-604 Brighton, Catherine M. ca. 20./21. Jh. (DE-588)1213384435 edt Tomlinson, Carol A. 1944- (DE-588)138987912 edt Erscheint auch als Online-Ausgabe 978-0-429-45299-4 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032165165&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032165165&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
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| title | Using differentiated classroom assessment to enhance student learning |
| title_auth | Using differentiated classroom assessment to enhance student learning |
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| title_full | Using differentiated classroom assessment to enhance student learning Tonya R. Moon, Catherine M. Brighton, and Carol A. Tomlinson |
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| title_full_unstemmed | Using differentiated classroom assessment to enhance student learning Tonya R. Moon, Catherine M. Brighton, and Carol A. Tomlinson |
| title_short | Using differentiated classroom assessment to enhance student learning |
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