Classroom assessment for student learning: doing it right - using it well
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 2. ed |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIV, 418 S. 1 CD-ROM (12 cm) |
| ISBN: | 9780132685887 0132685884 |
Internformat
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| 245 | 1 | 0 | |a Classroom assessment for student learning |b doing it right - using it well |c Jan Chappuis ... [et al.] |
| 250 | |a 2. ed | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XIV, 418 S. |e 1 CD-ROM (12 cm) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Educational tests and measurements / United States | |
| 650 | 4 | |a Motivation in education / United States | |
| 650 | 4 | |a Students / Rating of | |
| 650 | 0 | 7 | |a Schulleistungsmessung |0 (DE-588)4077202-0 |2 gnd |9 rswk-swf |
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| 700 | 1 | |a Chappuis, Jan |e Sonstige |4 oth | |
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Datensatz im Suchindex
| _version_ | 1804148501909602304 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
CHAPTER 1 CLASSROOM ASSESSMENT: EVERY STUDENT A LEARNER 1 CHAPTER 1
LEARNING TARGETS 2 CLASSROOM ASSESSMENT LITERACY 2
KEYS TO QUALITY CLASSROOM ASSESSMENT 3
KEY 1: CLEAR PURPOSE 4
KEY 2: CLEAR TARGETS 6 KEY 3: SOUND ASSESSMENT DESIGN 7
KEY 4: EFFECTIVE COMMUNICATION 8 KEY 5: STUDENT INVOLVEMENT 8
CLASSROOM ASSESSMENT COMPETENCIES 10 SUMMARY 12
CHAPTER 1 ACTIVITIES 13
ACTIVITY 1.1 KEEP A REFLECTIVE JOURNAL 14
ACTIVITY 1.2 CONNECT YOUR OWN EXPERIENCES TO THE KEYS TO QUALITY 14
ACTIVITY 1.3 COMPLETE THE ASSESSMENT PRACTICES INVENTORY 15 ACTIVITY 1.4
SURVEY STUDENTS 16 ACTIVITY 1.5 COLLECT SAMPIES OF STUDENT WORK 16
ACTIVITY 1.6 REFLECT ON YOUR OWN LEARNING 17
ACTIVITY 1.7 SET UP A GROWTH PORTFOLIO 18
CHAPTER 2 CLEAR PURPOSE: ASSESSMENT FOR AND OF LEARNING 19 CHAPTER 2
LEARNING TARGETS 19
A BALANCED ASSESSMENT SYSTEM 20 IMPACT OF FORMATIVE ASSESSMENT ON
ACHIEVEMENT 22
DISTINGUISHING BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT 24
WHY THE DISTINCTION IS IMPORTANT 26 WHAT THIS HAS TO DO WITH CLEAR
PURPOSE 26
SEVEN STRATEGIES OF ASSESSMENT FOR LEARNING 27
WHERE AM I GOING? 28 WHERE AM I NOW? 30
HOW CAN I CLOSE THE GAP? 32
THE SEVEN STRATEGIES AS A PROGRESSION 35 SUMMARY 35
CHAPTER 2 ACTIVITIES 36
ACTIVITY 2.1 KEEP A REFLECTIVE JOURNAL 37 ACTIVITY 2.2 AUDIT YOUR
ASSESSMENTS FOR BALANCE 37
ACTIVITY 2.3 CONDUCT A TEAM SELF-EVALUATION 38
[ V ]
IMAGE 2
CONTENTS
ACTIVITY 2.4 ASSESS YOUR FEEDBACK PRACTICES 39 ACTIVITY 2.5 ASSESS
PREREQUISITES FOR SELF-ASSESSMENT AND GOAL SETTING 40
ACTIVITY 2.6 REFLECT ON YOUR OWN LEARNING 40
ACTIVITY 2.7 SELECT PORTFOLIO ARTIFACTS 41
CHAPTER 3 CLEAR TARGETS 42
CHAPTER 3 LEARNING TARGETS 43
TYPES OF LEARNING TARGETS 44
KNOWLEDGE TARGETS 44
REASONING TARGETS 47
SKILL TARGETS 54
PRODUCT TARGETS 55
DISPOSITION TARGETS 57
WE NEED GOOD CURRICULUM GUIDES 59
DECONSTRUCTING COMPLEX CONTENT STANDARDS 60
1. DETERMINE THE TARGET TYPE 61
2. 1DENTIFY THE PREREQUISITE OR UNDERLYING KNOWLEDGE, REASONING, AND/OR
SKILLS 61
3. CHECK YOUR WORK FOR ALIGNMENT AND REASONABLENESS 66
COMMUNICATING LEARNING TARGETS TO STUDENTS 68
CONVERTING KNOWLEDGE AND REASONING LEARNING TARGETS TO STUDENT-FRIENDLY
LANGUAGE 69
WHEN THE WRITTEN CURRICULUM 1S NOT THE TAUGHT CURRICULUM 72
USING THE TEXTBOOK IN PLACE OF THE CURRICULUM 72
USING UNITS, ACTIVITIES, OR PROJECTS IN PLACE OF THE CURRICULUM 73
THE BENEFITS OF CLEAR LEARNING TARGETS 74
BENEFITS TO TEACHERS 74
BENEFITS TO STUDENTS 77
BENEFITS TO PARENTS 78
CONCLUDING THOUGHTS 80
SUMMARY 81
CHAPTER 3 ACTIVITIES 82
ACTIVITY 3.1 KEEP A REFLECTIVE JOURNAL 83
ACTIVITY 3.2 CONNECT CLEAR TARGETS TO ASSESSMENT QUALITY 83
ACTIVITY 3.3 CLASSIFY LEARNING TARGETS 83
ACTIVITY 3.4 1DENTIFY CLEAR LEARNING TARGETS 84
ACTIVITY 3.5 DECONSTRUCT A CONTENT STANDARD 84
ACTIVITY 3.6 CREATE STUDENT-FRIENDLY LEARNING TARGETS 85
ACTIVITY 3.7 REFLECT ON YOUR OWN LEARNING 85
ACTIVITY 3.8 SELECT PORTFOLIO ARTIFACTS 86
[ VI ]
IMAGE 3
CHAPTER 4 SOUND DESIGN 87
CHAPTER 4 LEARNING TARGETS 87 ASSESSMENT METHODS-A SET OF FOUR OPTIONS
88
SELECTED RESPONSE 89
WRITTEN RESPONSE 90 PERFORMANCE ASSESSMENT 90
PERSONAL COMMUNICATION 91
MATCHING ASSESSMENT METHODS TO LEARNING TARGETS 93 ASSESSING KNOWLEDGE
TARGETS 93
ASSESSING REASONING TARGETS 96
ASSESSING SKILL TARGETS 99
ASSESSING PRODUCT TARGETS 100
ASSESSMENT DEVELOPMENT CYCLE 102 STEP 1: DETERMINING USERS AND USES 104
STEP 2: SPECIFYING THE INTENDED LEARNING TARGETS 106
STEP 3: SELECTING THE APPROPRIATE ASSESSMENT METHOD(S) 107 STEP 4:
DETERMINING THE APPROPRIATE SAMPIE SIZE 107
THE STEPS IN TEST DEVELOPMENT 112 USE AND REFINEMENT 113
ASSESSMENT JOR LEARNING USING ASSESSMENT BLUEPRINTS 115
SUMMARY 115 CHAPTER 4 ACTIVITIES 116
ACTIVITY 4.1 KEEP A REFLECTIVE JOURNAL 117
ACTIVITY 4.2 PRACTICE WITH TARGET-METHOD MATCH 117
ACTIVITY 4.3 AUDIT AN ASSESSMENT FOR CLEAR PURPOSE 118 ACTIVITY 4.4
AUDIT AN ASSESSMENT FOR CLEAR LEARNING TARGETS 119 ACTIVITY 4.5 MAKE A
TEST BLUEPRINT 120
ACTIVITY 4.6 TRY AN ASSESSMENT JOR LEARNING APPLICATION 120 ACTIVITY 4.7
REFLECT ON YOUR OWN LEARNING 121
ACTIVITY 4.8 SELECT PORTFOLIO ARTIFACTS 121
CHAPTER 5 SELECTED RESPONSE AESSESSMENT 122 CHAPTER 5 LEARNING TARGETS
123 WHEN TO USE SELECTED RESPONSE ASSESSMENT 124
DEVELOPING A SELECTED RESPONSE TEST 125 PLANNING STEPS 125 STEP 1:
DETERMINE USERS AND USES 125
STEP 2: IDENTIFY LEARNING TARGETS 126 STEP 3: SELECT ASSESSMENT
METHOD(S) 126
STEP 4: DETERMINE SAMPIE SIZE 126
[ VII ]
CONTENTS
IMAGE 4
CONTENTS
DEVELOPMENT AND USE STEPS 128 STEP 5: DEVELOP OR SELECT HEMS, EXERCISES,
TASKS, AND SCORING PROCEDURES 128
STEP 6: REVIEW AND CRITIQUE THE OVERALL ASSESSMENT FOR QUALITY BEFORE
USE 144
STEP 7: CONDUCT AND SCORE THE ASSESSMENT AND STEP 8: REVISE AS NEEDED
FOR FUTURE USE 147
SELECTED RESPONSE ASSESSMENTJOR LEARNING 148
WHERE AM I GOING? 148
WHERE AM I NOW? 150
HOW CAN I CLOSE THE GAP? 153
SUMMARY 157
OTES 158
CHAPTER 5 ACTIVITIES 159
ACTIVITY 5.1 KEEP A REFLECTIVE JOURNAL 160
ACTIVITY 5.2 AUDIT HEMS FOR QUALITY 161
ACTIVITY 5.3 CREATE A TEST 163
ACTIVITY 5.4 DEVELOP AN ASSESSMENT JOR LEARNING ACTIVITY 164
ACTIVITY 5.5 PREPARE QUIZ OR TEST FOR FORMATIVE USE 165
ACTIVITY 5.6 REFLECT ON YOUR OWN LEARNING 167
ACTIVITY 5.7 SELECT PORTFOLIO ARTIFACTS 168
CHAPTER 6 WRITTEN RESPONSE ASSESSMENT 169
CHAPTER 6 LEARNING TARGETS 170
WHEN TO USE WRITTEN RESPONSE ASSESSMENT 171
THE PLANNING STAGE FOR A WRITTEN RESPONSE ASSESSMENT 171
DETERMINING USERS AND USES 172
IDENTIFYING LEARNING TARGETS 172
SELECTING ASSESSMENT METHOD(S) 172
DETERMINING SAMPIE SIZE 172
THE DEVELOPMENT STAGE FOR A WRITTEN RESPONSE ASSESSMENT 174
DEVELOPING THE HEMS 174
SHORT ANSWER OR EXTENDED RESPONSE? 175
DEVISING SHORT ANSWER HEMS 175
DEVISING EXTENDED WRITTEN RESPONSE HEMS 177
OFFERING CHOICES 180
PREPARING THE SCORING GUIDES 181
SCORING GUIDE OPTIONS 181
CREATING TASK-SPECIFIC RUBRICS 186
CREATING GENERAL RUBRICS 189
CRITIQUING THE OVERALL ASSESSMENT FOR QUALITY 192
[ VIII]
IMAGE 5
THE U SE STAGE 192
CONDUCTING AND SCORING THE ASSESSMENT 192
REVISING FOR FUTURE USE 193
WRITTEN RESPONSE AS ASSESSMENTFOR LEARNING 194
SUMMARY 197
CHAPTER 6 ACTIVITIES 198
ACTIVITY 6.1 KEEP A REFLECTIVE JOURNAL 199
ACTIVITY 6.2 EVALUATE A WRITTEN RESPONSE ASSESSMENT FOR QUALITY 199
ACTIVITY 6.3 CREATE A SHORT ANSWER ITEM AND SCORING GUIDE 200
ACTIVITY 6.4 CREATE AN EXTENDED WRITTEN RESPONSE ITEM AND SCORING GUIDE
201
ACTIVITY 6.5 APPLY AN ASSESSMENT FOR LEARNING STRATEGY 202
ACTIVITY 6.6 REFLECT ON YOUR OWN LEARNING 202
ACTIVITY 6.7 SELECT PORTFOLIO ARTIFACTS 203
CHAPTER 7 PERFORMANCE ASSESSMENT 204
CHAPTER 7 LEARNING TARGETS 205 WHEN TO USE PERFORMANCE ASSESSMENT 205
ASSESSMENT DEVELOPMENT CYDE FOR A PERFORMANCE ASSESSMENT 207
DETERMINING USERS AND USES 207
IDENTIFYING LEARNING TARGETS 208
SELECTING ASSESSMENT METHOD(S) 208
DETERMINING SAMPIE SIZE 208
SELECTING, REVISING, OR DEVELOPING THE TASK 210
THE CONTENT OF THE TASK 211
STRUCTURE OF THE TASK 213
SAMPLING 216
CREATING TASKS TO ELICIT GOOD WRITING 218
EVALUATING THE TASK FOR QUALITY 221
SELECTING, REVISING, OR DEVELOPING RUBRICS 226
RUBRIC TERMINOLOGY 226
CONTENT OF THE RUBRIC 227
STRUCTURE OF THE RUBRIC 231
DESCRIPTORS IN THE RUBRIC 232
PROCESS FOR DEVELOPING RUBRICS 235
EVALUATING THE RUBRIC FOR QUALITY 240
USE STAGE 240
SEVEN STRATEGIES FOR USING RUBRICS AS INSTRUCTIONAL TOOLS IN THE
CLASSROOM 245
WHERE AM I GOING? 245
WHERE AM I NOW? 246
HOW CAN I CLOSE THE GAP? 247
IX
CONTENTS
IMAGE 6
CONTENTS
USING A PERFORMANCE TASK AS AN ASSESSMENT JOR LEARNING 250 SUMMARY 252
NOTES 253
CHAPTER 7 ACTIVITIES 254
ACTIVITY 7.1 KEEP A REFLECTIVE JOURNAL 255
ACTIVITY 7.2 EVALUATE A PERFORMANCE TASK FUER QUALITY 255
ACTIVITY 7.3 CREATE A PERFORMANCE TASK 256
ACTIVITY 7.4 CREATE A WRITING TASK USING THE RAFTS FORMAT 257
ACTIVITY 7.5 EVALUATE A RUBRIC FOR QUALITY 258
ACTIVITY 7.6 CREATE A RUBRIC 259
ACTIVITY 7.7 CREATE A STUDENT-FRIENDLY VERSION OF A RUBRIC 260
ACTIVITY 7.8 USE RUBRICS AS ASSESSMENT JOR LEARNING 261
ACTIVITY 7.9 STRUCTURE A TASK FOR FORMATIVE USE 262
ACTIVITY 7.10 REFLECT ON YOUR OWN LEARNING 262
ACTIVITY 7.11 SELECT PORTFOLIO ARTIFACTS 263
CHAPTER 8 PERSONAL COMMUNICATION AS CLASSROOM
ASSESSMENT 264 CHAPTER 8 LEARNING OBJECTIVES 266 WHEN TO USE PERSONAL
COMMUNICATION ASSESSMENT 266
SAMPLING 267
WAIT TIME 269
PERSONAL COMMUNICATION OPTIONS: INSTRUCTIONAL QUESTIONS AND ANSWERS 270
DEVELOPING QUESTIONS TO ASSESS KNOWLEDGE AND UNDERSTANDING 270
DEVELOPING QUESTIONS TO ASSESS REASONING 270
SUGGESTIONS FOR EFFECTIVE FORMATIVE USE OF INSTRUCTIONAL QUESTIONS 271
SUMMATIVE USE OF INSTRUCTIONAL QUESTIONS 275
PERSONAL COMMUNICATION OPTIONS: CLASS DISCUSSIONS 275
DEVELOPING CLASS DISCUSSION TOPICS AND QUESTIONS 276
SUGGESTIONS FOR EFFECTIVE USE OF CLASS DISCUSSIONS 276
PERSONAL COMMUNICATION OPTIONS: CONFERENCES AND INTERVIEWS 279
DEVELOPING QUESTIONS AND TOPICS FOR CONFERENCES AND INTERVIEWS 279
SUGGESTIONS FOR EFFECTIVE USE OF CONFERENCES AND INTERVIEWS 279
PERSONAL COMMUNICATION OPTIONS: ORAL EXAMINATIONS 280
DEVELOPING QUESTIONS FOR ORAL EXAMINATIONS 280
SUGGESTIONS FOR EFFECTIVE USE OF ORAL EXAMINATIONS 281
[ X ]
IMAGE 7
PERSONAL COMMUNICATION OPTIONS: JOURNALS AND LOGS 281
RESPONSE JOURNALS 282 DIALOGUE JOURNALS 283 PERSONAL JOURNALS 283
LEARNING LOGS 284 POSSIBLE SOURCES OF BIAS THAT CAN DISTORT RESULTS 284
REMINDER OF PROBLEMS AND SOLUTIONS 285 SUMMARY 286 CHAPTER 8 ACTIVITIES
288 ACTIVITY 8.1 KEEP A REFLECTIVE JOURNAL 289 ACTIVITY 8.2 FRAME
DIAGNOSTIC QUESTIONS 289 ACTIVITY 8.3 USE QUESTIONING STRATEGIES TO
DEEPEN UNDERSTANDING 290
ACTIVITY 8.4 DEVELOP AND USE A CLASS DISCUSSION RUBRIC 291 ACTIVITY 8.5
CONDUCT A LINE-UP DISCUSSION 292 ACTIVITY 8.6 DEVELOP ORAL EXAMINATION
QUESTIONS 294 ACTIVITY 8.7 USE JOURNALS OR LOGS IN THE CLASSROOM 295
ACTIVITY 8.8 REFLECT ON YOUR OWN LEARNING 296 ACTIVITY 8.9 SELECT
PORTFOLIO ARTIFACTS 296
CHAPTER 9 RECORD KEEPING: TRACKING STUDENT LEARNING 297 CHAPTER 9
LEARNING TARGETS 299 PRELIMINARY DECISIONS 299 DIFFERENTIATING
INFORMATION FOR FORMATIVE OR SUMMATIVE USE 299
DECIDING WHERE YOU WILL KEEP THE INFORMATION 306 RECORD-KEEPING
GUIDELINES 311 GUIDELINE 1: ORGANIZE ENTRIES BY LEARNING REPRESENTED 311
GUIDELINE 2: TRACK INFORMATION ABOUT WORK HABITS AND SOCIAL SKILLS
SEPARATELY 314 GUIDELINE 3: RECORD ACHIEVEMENT INFORMATION BY RAW SCORE,
IF PRACTICAL 316 OPTIONS FOR STUDENT RECORD KEEPING 318
SUMMARY 323
CHAPTER 9 ACTIVITIES 325 ACTIVITY 9.1 KEEP A REFLECTIVE JOURNAL 326
ACTIVITY 9.2 PLAN FORMATIVE AND SUMMATIVE ASSESSMENT EVENTS 327
ACTIVITY 9.3 ORGANIZE YOUR RECORDING SYSTEM 328 ACTIVITY 9.4 TRACK WORK
HABITS AND SOCIAL SKILLS 329
ACTIVITY 9.5 DEVELOP STUDENT RECORD-KEEPING FORMS 330
ACTIVITY 9.6 REFLECT ON YOUR OWN LEARNING 331 ACTIVITY 9.7 SELECT
PORTFOLIO ARTIFACTS 331
XI
CONTENTS
IMAGE 8
CONTENTS
CHAPTER 10 CONVERTING SUMMATIVE AESSESSMENT INFORMATION INTO GRADES 332
CHAPTER 10 LEARNING TARGETS 334 THE CHALLENGES OF REPORT CARD GRADING
334
THREE GRADING GUIDELINES 336
GUIDELINE 1: USE GRADES TO COMMUNICATE, NOT TO MOTIVATE 336
GUIDELINE 2: REPORT ACHIEVEMENT AND OTHER FACTORS SEPARATELY 340
GUIDELINE 3: REFLECT ONLY CURRENT LEVEL OF ACHIEVEMENT IN THE ACADEMIC
GRADE 341
SUMMARIZING INFORMATION 342
VERIFY ACCURACY OF DATA 342
CONVERT ENTRIES TO A COMMON SCALE 343
WEIGHT INFORMATION AS NEEDED 343
COMBINE INFORMATION THOUGHTFULLY 343
CONVERTING RUBRIC SCORES TO GRADES 345
AVERAGE RATINGS 346
PATTERN OF RATINGS 347
COMBINING RUBRIC RATINGS WITH OTHER ASSESSMENT INFORMATION TO GET A
FINAL GRADE 348
REPORTING THE FINAL GRADE 350
KEEP THE LINK TO LEARNING TARGETS 350
MAKE MODIFICATIONS WITH CARE FOR SPECIAL NEEDS STUDENTS 352
DECIDE BORDERLINE CASES WITH EXTRA EVIDENCE 352
INVOLVE STUDENTS 353
SIX STEPS TO ACCURATE, FAIR, AND DEFENSIBLE REPORT CARD GRADES 354
RUBRIC TO EVALUATE GRADING PRACTICES 354
SUMMARY 358
CHAPTER 10 ACTIVITIES 359
ACTIVITY 10.1 KEEP A REFLECTIVE JOURNAL 360
ACTIVITY 10.2 DEVELOP SOLUTIONS OTHER THAN GRADES 360
ACTIVITY 10.3 ANALYZE STEPS IN YOUR GRADING PROCESS 361
ACTIVITY 10.4 REVISIT HOW YOU CONVERT RUBRIC SCORES TO GRADES 362
ACTIVITY 10.5 EVALUATE YOUR GRADING PRACTICES 362
ACTIVITY 10.6 REFLECT ON YOUR OWN LEARNING 363
ACTIVITY 10.7 SELECT PORTFOLIO ARTIFACTS 363
CHAPTER 11 PORTFOLIOS 364
CHAPTER 11 LEARNING TARGETS 365 KINDS OF PORTFOLIOS-FOCUS ON PURPOSE 366
GROWTH PORTFOLIOS 366
[ XII
IMAGE 9
PROJECT PORTFOLIOS 367
ACHIEVEMENT PORTFOLIOS 367
COMPETENCE PORTFOLIOS 367
CELEBRATION PORTFOLIOS 367
WORKING FOLDERS 368
PORTFOLIO CONTENTS-FOCUS ON LEARNING TARGETS 368
ARTIFACT SELECTION 369
WORK SAMPIE ANNOTATIONS 371
STUDENT SELF-REFLECTION 372
GOAL SETTING 375
SHARING OPTIONS 375
KEYS TO SUCCESSFUL USE 376
1. ENSURE ACCURACY OF THE EVIDENCE 376
2. KEEP TRACK OF THE EVIDENCE 376
3. INVEST TIME UP FRONT 377
4. MAKE THE EXPERIENCE SAFE 377
SUMMARY 377
CHAPTER 11 ACTIVITIES 379
ACTIVITY 11.1 KEEP A REFLECTIVE JOURNAL 380
ACTIVITY 11.2 TRY A NEW PORTFOLIO OPTION WITH STUDENTS
ACTIVITY 11.3 REVISE AN EXISTING STUDENT PORTFOLIO SYSTEM
ACTIVITY 11.4 START A PERSONAL PORTFOLIO 382
ACTIVITY 11.5 REVIEW YOUR OWN CLASSROOM ASSESSMENT PORTFOLIO 383
ACTIVITY 11.6 REFLECT ON YOUR OWN LEARNING 383
ACTIVITY 11.7 SELECT PORTFOLIO ARTIFACTS 384
ACTIVITY 11.8 REFLECT ON YOUR LEARNING OVER TIME 384
CHAPTER 12 CONFERENCES ABOUT AND WITH STUDENTS 385
CHAPTER 12 LEARNING TARGETS 386 THE FEEDBACK CONFERENCE 388
KEYS TO SUCCESS 388
THE GOAL-SETTING CONFERENCE 390
KEYS TO SUCCESS 391
THE PROGRESS CONFERENCE 394
FOCUSING ON GROWTH OVER TIME 394
FOCUSING ON ACHIEVEMENT STATUS 394
IDENTIFYING PARTICIPANTS 394
PREPARING THE STUDENTS 395
PREPARING THE PARENTS OR OTHER ADULTS 395
CONDUCTING A TWO-WAY CONFERENCE 396
CONDUCTING A THREE-WAY CONFERENCE 396
XIII
380 381
CONTENTS
IMAGE 10
CONTENTS
FOLLOWUP 396 THE SHOWCASE CONFERENCE 397
PREPARING THE STUDENTS 397
CONDUCTING A SHOWCASE CONFERENCE 397 FOLLOWUP 398
THE INTERVENTION CONFERENCE 398
SUMMARY 398 CHAPTER 12 ACTIVITIES 400
ACTIVITY 12.1 KEEP A REFLECTIVE JOURNAL 401
ACTIVITY 12.2 CONDUCT AND DEBRIEF A FEEDBACK CONFERENCE 402 ACTIVITY
12.3 CONDUCT AND DEBRIEF A GOAL-SETTING CONFERENCE 403
ACTIVITY 12.4 ORGANIZE A STUDENT-LED CONFERENCE 404 ACTIVITY 12.5
REFLECT ON YOUR OWN LEARNING 404
ACTIVITY 12.6 SELECT PORTFOLIO ARTIFACTS 405
ACTIVITY 12.7 STAGE A SHARE FAIR 406
APPENDIX: CD TABLE 0/ CONTENTS 408 RE/ERENCES 411 INDEX 414
[ XIV
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV039645111 |
| classification_rvk | DO 1252 |
| ctrlnum | (OCoLC)744978361 (DE-599)BVBBV039645111 |
| dewey-full | 370.15/40973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15/40973 |
| dewey-search | 370.15/40973 |
| dewey-sort | 3370.15 540973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 2. ed |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV039645111 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T00:08:09Z |
| institution | BVB |
| isbn | 9780132685887 0132685884 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024494941 |
| oclc_num | 744978361 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XIV, 418 S. 1 CD-ROM (12 cm) |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Pearson |
| record_format | marc |
| spelling | Classroom assessment for student learning doing it right - using it well Jan Chappuis ... [et al.] 2. ed Boston ; Munich [u.a.] Pearson 2012 XIV, 418 S. 1 CD-ROM (12 cm) txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational tests and measurements / United States Motivation in education / United States Students / Rating of Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulleistungsmessung (DE-588)4077202-0 s DE-604 Chappuis, Jan Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024494941&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Classroom assessment for student learning doing it right - using it well Educational tests and measurements / United States Motivation in education / United States Students / Rating of Schulleistungsmessung (DE-588)4077202-0 gnd |
| subject_GND | (DE-588)4077202-0 (DE-588)4078704-7 |
| title | Classroom assessment for student learning doing it right - using it well |
| title_auth | Classroom assessment for student learning doing it right - using it well |
| title_exact_search | Classroom assessment for student learning doing it right - using it well |
| title_full | Classroom assessment for student learning doing it right - using it well Jan Chappuis ... [et al.] |
| title_fullStr | Classroom assessment for student learning doing it right - using it well Jan Chappuis ... [et al.] |
| title_full_unstemmed | Classroom assessment for student learning doing it right - using it well Jan Chappuis ... [et al.] |
| title_short | Classroom assessment for student learning |
| title_sort | classroom assessment for student learning doing it right using it well |
| title_sub | doing it right - using it well |
| topic | Educational tests and measurements / United States Motivation in education / United States Students / Rating of Schulleistungsmessung (DE-588)4077202-0 gnd |
| topic_facet | Educational tests and measurements / United States Motivation in education / United States Students / Rating of Schulleistungsmessung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024494941&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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