The power of assessment: transforming teaching and learning
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Washington, D.C.
Teaching Strategies
2011
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references |
| Physical Description: | X, 310 S. Ill., graph. Darst. |
| ISBN: | 9781606173923 |
Staff View
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Record in the Search Index
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|---|---|
| adam_text | IMAGE 1
THE POWER OF ASSESSMENT
VI
CONTENTS
FOREWORD X
CHAPTER 1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 1
A PERSONAL LOOK AT ASSESSMENT. . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 2
BEYOND PAPERWORK: INTENTIONAL ASSESSMENT TO SUPPORT LEARNING 3
WHAT LIES AHEAD. . . .. .. . . . 6
REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . .. 8
CHAPTER 2. EARLY CHILDHOOD ASSESSMENT: THE BIG PICTURE . . . . 9
DEFINING ASSESSMENT AS A CYCLE... . . . .. .. .. . . 10
PURPOSES OF ASSESSMENT 12
TYPES OF ASSESSMENT AND ASSESSMENT TOOLS 13
USING A VARIETY OF ASSESSMENT TOOLS. . . . . . . . . . . . . . . . . . .
.. . .. . .. . .. . . 18
KEY IDEAS TO REMEMBER . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 19
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 20
CHAPTER 3. CLASSROOM-BASED ASSESSMENT: THE CYCLE IN USE.. . 23
ASKING QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . 26
COLLECTING DATA 29
INTERPRETING DATA . . . . 30
TAKING ACTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 31
THE CYCLE IN USE . . . . . . . . . . . . . . . . . . . . . . . . . 32
KEY IDEAS TO REMEMBER . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . .34
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .... 34
CHAPTER 4. ASKING QUESTIONS 35
ASSESSING WHAT CHILDREN KNOW AND CAN DO. . . 35
ASSESSING CHILDREN AS LEARNERS . . . . . . . . . . . . . . . 41
ASSESSING TO SOLVE PROBLEMS .44
HOW TEACHERS QUESTIONS CHANGE OVER TIME......... . . 46
GUIDELINES FOR DECIDING WHAT TO ASSESS.. . . .48
KEY IDEAS TO REMEMBER . . . . . . . . . . . . . . . . . . . . .. . . ..
. . . . .. . .. . .. . .. . .. . .. . .50
REFERENCES 51
IMAGE 2
CHAPTER 5. COLLECTING DATA: OBSERVING YOUNG CHILDREN 55
GUIDELINES FOR OBSERVING . . . . . . . . . . . . . . . . . . . . . . .
57
RECORDING OBSERVATIONS 61
MANAGING OBSERVATION DATA 68
PLANNING FOR OBSERVATION AND DOCUMENTATION 69
TALKING WITH CHILDREN ABOUT OBSERVATION 76
KEY IDEAS TO REMEMBER 77
REFERENCES 78
CHAPTER 6. COLLECTING DATA: USING CHECKLISTS AND RATING SCALES 79
FEATURES OF CHECKLISTS AND RATING SCALES 80
USING CHECKLISTS EFFECTIVELY 82
MAKING ACCURATE RATINGS 87
CRITERIA FOR HIGH-QUALITY CHECKLISTS 88
LIMITATIONS OF CHECKLISTS 92
KEY IDEAS TO REMEMBER 92
REFERENCES 93
CHAPTER 7. COLLECTING DATA: CREATING PORTFOLIOS 95
PURPOSES OF PORTFOLIOS 97
WHAT GOES INTO PORTFOLIOS 99
COLLECTING PORTFOLIO ITEMS 109
SELECTING PORTFOLIO ITEMS . . . . . . , 114
THINKING ABOUT THE WORK IN PORTFOLIOS 116
INVOLVING CHILDREN AND FAMILIES IN PORTFOLIO COLLECTION. . . . . . . . .
118
THREE APPROACHES TO EARLY CHILDHOOD PORTFOLIOS 122
KEY IDEAS TO REMEMBER 126
REFERENCES 126
CONTENTS
VII
IMAGE 3
THE POWER OF ASSESSMENT
VIII
CHAPTER 8. HELPING CHILDREN THINK ABOUT THEIR LEARNLNG 129
METACOGNITION . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . .. 130
CREATING AN EMOTIONALLY SUPPORTIVE CLASSROOM CLIMATE 131
TALKING ABOUT LEARNING AND ASSESSMENT. 132
GIVING CHILDREN HIGH-QUALITY FEEDBACK 136
TEACHING CHILDREN TO REFLECT AND MAKE CHOICES 137
USING PORTFOLIOS TO PROMOTE REFLECTION 142
KEY IDEAS TO REMEMBER . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 145
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 146
CHAPTER 9. PARTNERING WITH FAMILIES 149
ESTABLISHING COLLABORATIVE RELATIONSHIPS 150
PREPARING TO SHARE ASSESSMENT INFORMATION 154
CONDUCTING FAMILY-TEACHER CONFERENCES 157
WRITING NARRATIVE PROGRESS REPORTS 171
KEY IDEAS TO REMEMBER 176
REFERENCES 177
CHAPTER 10.LNTERPRETING ASSESSMENT DATA 179
RESPONSIVE INTERPRETATION 180
INTERPRETATION FOR PLANNING 181
EVALUATIVE INTERPRETATION 184
INTERPRETING DATA ACCURATELY 186
INTERPRETATION PAVES THE WAY FOR ACTION 195
KEY IDEAS TO REMEMBER 195
REFERENCES 196
CHAPTER 11. TAKING ACTION 197
TAKING ACTION TO HELP INDIVIDUAL CHILDREN 198
TAKING ACTION TO HELP GROUPS OF CHILDREN 207
TAKING ACTION TO RESOLVE CLASSROOM CHALLENGES . 218
TAKING ACTION: THE LONG AND SHORT OF IT 226
KEY IDEAS TO REMEMBER 226
REFERENCE 226
IMAGE 4
CHAPTER 12. EVALUATING THE QUALITY OF ASSESSMENT SYSTEMS 227
HIGH-QUALITY ASSESSMENT IS OEVELOPMENTALLY APPROPRIATE 228
HIGH-QUALITY ASSESSMENT RESPECTS FAMILIES AND CHILDREN 234
HIGH-QUALITY ASSESSMENT MEETS TECHNICAL AND ETHICAL STANDARDS 235
HIGH-QUALITY ASSESSMENT HELPS TEACHERS TEACH 244
HIGH-QUALITY ASSESSMENT BENEFITS CHILDREN 247
KEY IDEAS TO REMEMBER . . . . . . . . . . . . . . . . . . . . . . . . .
248
REFERENCES 249
CHAPTER 13. SNAPSHOTS OF HLGH-QUALITY ASSESSMENT SYSTEMS 253
CHILD OBSERVATION RECORD. . . . . . . . . . . . 254
TEACHING STRATEGIES GOLD 262
THE WORK SAMPLING SYSTEM 269
THE OUNCE SEALE* 278
CONCLUSION 286
KEY IDEAS TO REMEMBER 287
REFERENCES . . . . . . . . . . . 287
CHAPTER 14. TESTLNG YOUNG CHILDREN 291
BASIC CONCEPTS RELATED TO STANDARDIZED TESTING .292
ISSUES RELATED TO TESTING YOUNG CHILDREN , 296
RECOMMENDATIONS FOR USING TESTS APPROPRIATELY 300
KEY IDEAS TO REMEMBER 301
REFERENCES 301
CHAPTER 15. THE POWER OF ASSESSMENT AND YOU 303
THE POWER OF ASSESSMENT 303
REALIZING THE POWER OF ASSESSMENT 306
WHERE 00 YOU GO FROM HERE? 308
REFERENCE. . . . . . . . . . . . . . . . . .. . 310
CONTENTS
IX
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| spelling | Dichtelmiller, Margo L. Verfasser aut The power of assessment transforming teaching and learning Margo L. Dichtelmiller ; foreword by Diane Trister Dodge Washington, D.C. Teaching Strategies 2011 X, 310 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references Educational tests and measurements United States Early childhood education United States Evaluation Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Vorschulerziehung (DE-588)4064016-4 s Schulleistungsmessung (DE-588)4077202-0 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=024564520&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Dichtelmiller, Margo L. The power of assessment transforming teaching and learning Educational tests and measurements United States Early childhood education United States Evaluation Vorschulerziehung (DE-588)4064016-4 gnd Schulleistungsmessung (DE-588)4077202-0 gnd |
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| title | The power of assessment transforming teaching and learning |
| title_auth | The power of assessment transforming teaching and learning |
| title_exact_search | The power of assessment transforming teaching and learning |
| title_full | The power of assessment transforming teaching and learning Margo L. Dichtelmiller ; foreword by Diane Trister Dodge |
| title_fullStr | The power of assessment transforming teaching and learning Margo L. Dichtelmiller ; foreword by Diane Trister Dodge |
| title_full_unstemmed | The power of assessment transforming teaching and learning Margo L. Dichtelmiller ; foreword by Diane Trister Dodge |
| title_short | The power of assessment |
| title_sort | the power of assessment transforming teaching and learning |
| title_sub | transforming teaching and learning |
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