Fair isn't always equal: assessing & grading in the differentiated classroom
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Portland, Me.
Stenhouse Publ. [u.a.]
2006
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIII, 218 S. |
| ISBN: | 1571104240 |
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| 245 | 1 | 0 | |a Fair isn't always equal |b assessing & grading in the differentiated classroom |c Rick Wormeli |
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| 650 | 4 | |a Educational tests and measurements |z United States | |
| 650 | 4 | |a Students |x Rating of |z United States | |
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Datensatz im Suchindex
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|---|---|
| adam_text | * * 11 * 11 * * CONTENTS PREFAEE AEKNOWLEDGMENTS SECTION I
DIHERENTIATION AND MASTERY 1 CHAPTER 1 THE DIFFERENTIATED LNSTRUCTION
MIND-SET: RATIONALE AND DEFINITION 1 CHAPTER 2 MASTERY 10 DEFINITIONS _
ACCEPTABLE EVIDENCE OF MASTERY _ DETERMINING WHAT S IMPORTANT TO MASTER
SECTION 11 ASSESSMENT 19 CHAPTER 3 PRINCIPLES OF SUCCESSFUL ASSESSMENT
IN THE DIFFERENTIATED CLASSROOM 19 INTRODUCTION _ BEGIN WITH THE END IN
MIND _ EEK A.K.A. KUD _ DETERMINING STUDENTS READINESS _ DESIGNING THE
ASSESSMENTS _ THE WISDOM OF FORMATIVE ASSESSMENT _ TAKE ACTION AS A
RESUIT OF WHAT WE LEARN _ VARIED AND OVER TIME ASSESSMENT _ AUTHENTIE
ASSESSMENT _ BE SUBSTANTIVE-AVOID FLUFF _ ASSESSMENT-GUIDED,
DIFFERENTIATED LESSON PLANNING SEQUENCE _ SUMMARY AND FURTHER THINKING
CHAPTER 4 THREE LMPORTANT TYPES OF ASSESSMENT 43 * PORTFOLIOS _ RUBRICS
_ STUDENT SELF-ASSESSMENT VII * * * VIII FAIR ISN T ALWAYS EQUAL CHAPTER
5 TIERING ASSESSMENTS 55 WALK- THROUGH EXAMPLE _ DEFINITION AND PEARLS
OF WISDOM _ INEREASING COMPLEXITY AND CHALLENGE _ SAMPLE TIERINGS OF
TASKS _ TOMLINSON S EQUALIZER _ LEARNING CONTRAETS _ LEARNING MENUS _
TIC-TAE-TOE BOARDS _ CUBING _ SUMMARIZATION PYRAMID _ FRANK WILLIAMS
TAXONOMY OF CREATIVITY _ RAFT(S) _ CHANGE THE VERB _ ONE-WARD SUMMARIES
_ GREAT QUESTIONS TO DISEUSS WITH COLLEAGUES _ CLOSING THOUGHTS CHAPTER
6 CREATING GOOD TEST QUESTIONS 74 USE A VARIETY OF QUESTIONS/PROMPTS _
MAKE IT EFFICIENT FOR STUDENTS _ DOUBLE REEORDING OF TEST RESPONSES _
AVOID CONFUSING NEGATIVES _ MAKE PROMPTS CLEAR _ KEEP IT SHORT _ BE
CAREFUL OF TIMED TESTS _ INCLUDE COMMON ERRORS AS CANDIDATES FAR
RESPONSES _ PUT SOME FUN INTO TEST QUESTIONS _ MAKE SURE QUESTIONS
ASSESS WHAT YOU WANT TO ASSESS _ MAKE QUESTIONS AUTHENTIE TO THE
INSTRUETION _ FORMAT TESTS FOR EFFICIENT GRADING _ USE SMALLER TESTS
OVER TIME _ INCLUDE TWO SPECIAL QUESTIONS _ TIER QUESTIONS AS WARRANTED
_ CLOSING THOUGHTS SECTION 11I GRADING 89 CHAPTER 7 THE RELATIVE NATURE
OF GRADES AND THEIR DEFINITIONS 89 DEFINING GRADES CHAPTER 8 WHY DO WE
GRADE, AND WHAT ABOUT EFFON, ATTENDANCE, AND BEHAVIOR? 101 GRADING
PARTIEIPATION _ GRADING EFFORT AND BEHAVIAR CHAPTER 9 TEN APPROACHES TO
AVOID WHEN DIFFERENTIATING ASSESSMENT AND GRADING 113 CHAPTER 10
CONDITIONS FOR REDOING WORK FOR FULL CREDIT 131 CHAPTER 11 SIX BURNING
GRADING LSSUES 137 REEORD A ZERO OR A SIXTY? _ GRADING GIFTED STUDENTS _
WEIGHTING GRADES _ AUTOMATICITY VERSUS CONEEPT ATTAINMENT _ GRADING LATE
WORK _ GRADING SPECIAL NEEDS STUDENTS IN INCLUSIVE CLASSES CHAPTER 12
GRADING SCALES 152 SUMMARY AND FURTHER THINKING CONTENTS CHAPTER 13
GRADEBOOK FORMATS FOR THE DIFFERENTIATED CLASSROOM 161 GROUPING
ASSIGNMENTS BY STANDARD, OBJECTIVE, OR BENCHMARK _ GROUPING ASSIGNMENTS
BY WEIGHT OR CATEGORY _ LISTING ASSIGNMENTS BY DATE _ TOPICS-BASED
GRADEBOOKS CHAPTER 14 RESPONSIVE REPORT CARD FORMATS 172 ADJUSTED
(MODIFIED) CURRICULUM _ THE DUAL APPROACH: GRADING BOTH PERSONAL
PROGRESS AND ACHIEVEMENT AGAINST STANDARDS _ MULTIPLE CATEGORIES WITHIN
ONE SUBJECT _ CONTINUOUS PROGRESS REPORT SECTION IV IMPLEMENTATIONAND
THE BIG PICTURE 181 CHAPTER 15 THIRTY-SIX TIPS TO SUPPORT COLLEAGUES AS
THEY MOVE TOWARD SUCCESSFUL PRACTICES FOR DIFFERENTIATED CLASSROOMS 181
TIPS FOR TALKING WITH COLLEAGUES _ ONE MORE IDEA CHAPTER 16 PUTTING LT
ALL TOGETHER: HOW DO DIFFERENTIATING TEACHERS ASSESS AND GRADEDIFFERENTLY? 195 GLOSSARY 199 BIBLIOGRAPHY 201 INDEX 207 * IX *
|
| adam_txt |
* * 11 * 11 * * CONTENTS PREFAEE AEKNOWLEDGMENTS SECTION I
DIHERENTIATION AND MASTERY 1 CHAPTER 1 THE DIFFERENTIATED LNSTRUCTION
MIND-SET: RATIONALE AND DEFINITION 1 CHAPTER 2 MASTERY 10 DEFINITIONS _
ACCEPTABLE EVIDENCE OF MASTERY _ DETERMINING WHAT'S IMPORTANT TO MASTER
SECTION 11 ASSESSMENT 19 CHAPTER 3 PRINCIPLES OF SUCCESSFUL ASSESSMENT
IN THE DIFFERENTIATED CLASSROOM 19 INTRODUCTION _ BEGIN WITH THE END IN
MIND _ EEK A.K.A. KUD _ DETERMINING STUDENTS' READINESS _ DESIGNING THE
ASSESSMENTS _ THE WISDOM OF FORMATIVE ASSESSMENT _ TAKE ACTION AS A
RESUIT OF WHAT WE LEARN _ VARIED AND "OVER TIME" ASSESSMENT _ AUTHENTIE
ASSESSMENT _ BE SUBSTANTIVE-AVOID "FLUFF' _ ASSESSMENT-GUIDED,
DIFFERENTIATED LESSON PLANNING SEQUENCE _ SUMMARY AND FURTHER THINKING
CHAPTER 4 THREE LMPORTANT TYPES OF ASSESSMENT 43 * PORTFOLIOS _ RUBRICS
_ STUDENT SELF-ASSESSMENT VII * * * VIII FAIR ISN'T ALWAYS EQUAL CHAPTER
5 TIERING ASSESSMENTS 55 WALK- THROUGH EXAMPLE _ DEFINITION AND PEARLS
OF WISDOM _ INEREASING COMPLEXITY AND CHALLENGE _ SAMPLE TIERINGS OF
TASKS _ TOMLINSON'S EQUALIZER _ LEARNING CONTRAETS _ LEARNING MENUS _
TIC-TAE-TOE BOARDS _ CUBING _ SUMMARIZATION PYRAMID _ FRANK WILLIAMS'
TAXONOMY OF CREATIVITY _ RAFT(S) _ CHANGE THE VERB _ ONE-WARD SUMMARIES
_ GREAT QUESTIONS TO DISEUSS WITH COLLEAGUES _ CLOSING THOUGHTS CHAPTER
6 CREATING GOOD TEST QUESTIONS 74 USE A VARIETY OF QUESTIONS/PROMPTS _
MAKE IT EFFICIENT FOR STUDENTS _ DOUBLE REEORDING OF TEST RESPONSES _
AVOID CONFUSING NEGATIVES _ MAKE PROMPTS CLEAR _ KEEP IT SHORT _ BE
CAREFUL OF TIMED TESTS _ INCLUDE COMMON ERRORS AS CANDIDATES FAR
RESPONSES _ PUT SOME FUN INTO TEST QUESTIONS _ MAKE SURE QUESTIONS
ASSESS WHAT YOU WANT TO ASSESS _ MAKE QUESTIONS AUTHENTIE TO THE
INSTRUETION _ FORMAT TESTS FOR EFFICIENT GRADING _ USE SMALLER TESTS
OVER TIME _ INCLUDE TWO SPECIAL QUESTIONS _ TIER QUESTIONS AS WARRANTED
_ CLOSING THOUGHTS SECTION 11I GRADING 89 CHAPTER 7 THE RELATIVE NATURE
OF GRADES AND THEIR DEFINITIONS 89 DEFINING GRADES CHAPTER 8 WHY DO WE
GRADE, AND WHAT ABOUT EFFON, ATTENDANCE, AND BEHAVIOR? 101 GRADING
PARTIEIPATION _ GRADING EFFORT AND BEHAVIAR CHAPTER 9 TEN APPROACHES TO
AVOID WHEN DIFFERENTIATING ASSESSMENT AND GRADING 113 CHAPTER 10
CONDITIONS FOR REDOING WORK FOR FULL CREDIT 131 CHAPTER 11 SIX BURNING
GRADING LSSUES 137 REEORD A ZERO OR A SIXTY? _ GRADING GIFTED STUDENTS _
WEIGHTING GRADES _ AUTOMATICITY VERSUS CONEEPT ATTAINMENT _ GRADING LATE
WORK _ GRADING SPECIAL NEEDS STUDENTS IN INCLUSIVE CLASSES CHAPTER 12
GRADING SCALES 152 SUMMARY AND FURTHER THINKING CONTENTS CHAPTER 13
GRADEBOOK FORMATS FOR THE DIFFERENTIATED CLASSROOM 161 GROUPING
ASSIGNMENTS BY STANDARD, OBJECTIVE, OR BENCHMARK _ GROUPING ASSIGNMENTS
BY WEIGHT OR CATEGORY _ LISTING ASSIGNMENTS BY DATE _ TOPICS-BASED
GRADEBOOKS CHAPTER 14 RESPONSIVE REPORT CARD FORMATS 172 ADJUSTED
(MODIFIED) CURRICULUM _ THE DUAL APPROACH: GRADING BOTH PERSONAL
PROGRESS AND ACHIEVEMENT AGAINST STANDARDS _ MULTIPLE CATEGORIES WITHIN
ONE SUBJECT _ CONTINUOUS PROGRESS REPORT SECTION IV IMPLEMENTATIONAND
THE BIG PICTURE 181 CHAPTER 15 THIRTY-SIX TIPS TO SUPPORT COLLEAGUES AS
THEY MOVE TOWARD SUCCESSFUL PRACTICES FOR DIFFERENTIATED CLASSROOMS 181
TIPS FOR TALKING WITH COLLEAGUES _ ONE MORE IDEA CHAPTER 16 PUTTING LT
ALL TOGETHER: HOW DO DIFFERENTIATING TEACHERS ASSESS AND GRADEDIFFERENTLY? 195 GLOSSARY 199 BIBLIOGRAPHY 201 INDEX 207 * IX * |
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| spelling | Wormeli, Rick Verfasser aut Fair isn't always equal assessing & grading in the differentiated classroom Rick Wormeli Portland, Me. Stenhouse Publ. [u.a.] 2006 XIII, 218 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Grading and marking (Students) United States Educational tests and measurements United States Students Rating of United States Leistungsmessung (DE-588)4167290-2 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schule (DE-588)4053474-1 s Leistungsmessung (DE-588)4167290-2 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014807466&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Wormeli, Rick Fair isn't always equal assessing & grading in the differentiated classroom Grading and marking (Students) United States Educational tests and measurements United States Students Rating of United States Leistungsmessung (DE-588)4167290-2 gnd Schule (DE-588)4053474-1 gnd |
| subject_GND | (DE-588)4167290-2 (DE-588)4053474-1 (DE-588)4078704-7 |
| title | Fair isn't always equal assessing & grading in the differentiated classroom |
| title_auth | Fair isn't always equal assessing & grading in the differentiated classroom |
| title_exact_search | Fair isn't always equal assessing & grading in the differentiated classroom |
| title_exact_search_txtP | Fair isn't always equal assessing & grading in the differentiated classroom |
| title_full | Fair isn't always equal assessing & grading in the differentiated classroom Rick Wormeli |
| title_fullStr | Fair isn't always equal assessing & grading in the differentiated classroom Rick Wormeli |
| title_full_unstemmed | Fair isn't always equal assessing & grading in the differentiated classroom Rick Wormeli |
| title_short | Fair isn't always equal |
| title_sort | fair isn t always equal assessing grading in the differentiated classroom |
| title_sub | assessing & grading in the differentiated classroom |
| topic | Grading and marking (Students) United States Educational tests and measurements United States Students Rating of United States Leistungsmessung (DE-588)4167290-2 gnd Schule (DE-588)4053474-1 gnd |
| topic_facet | Grading and marking (Students) United States Educational tests and measurements United States Students Rating of United States Leistungsmessung Schule USA |
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