Learning about assessment, learning through assessment /:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Körperschaft: | |
| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Washington, D.C. :
National Academy Press,
1998.
|
| Schriftenreihe: | Compass series (Washington, D.C.)
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | "Mathematical Sciences Education Board, Center for Science, Mathematics, and Engineering Education." |
| Beschreibung: | 1 online resource (viii, 52 pages) : illustrations |
| Bibliographie: | Includes bibliographical references (pages 47-50). |
| ISBN: | 0585006083 9780585006086 9780309061339 0309061334 0309522218 9780309522212 0309173825 9780309173827 |
Internformat
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| 245 | 1 | 0 | |a Learning about assessment, learning through assessment / |c by Mark Driscoll and Deborah Bryant. |
| 260 | |a Washington, D.C. : |b National Academy Press, |c 1998. | ||
| 300 | |a 1 online resource (viii, 52 pages) : |b illustrations | ||
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| 505 | 0 | |a COVER PAGE -- NATIONAL RESEARCH COUNCIL CENTER FOR SCIENCE, MATHEMATICS, AND ENGINEERINGEDUCATION MATHEMATICAL SCIENCES EDUCATION BOARD JULY 1, 1997 -- JUNE30, 1998 -- Reviewers -- Table of Contents -- Acknowledgments -- Preface -- I. Introduction -- II. Learning Challenges -- Judgment about the quality of mathematics in tasks -- Judgment about the appropriateness of tasks -- Judgment about the quality of student responses -- Judgment about consequent actions -- III. Planning and Organizing Professional Development -- The role of the facilitator -- Advocate for principles of good assessment. -- Supporting inquiry. -- Designing professional development to balance attention to both Inquiryand advocacy. -- Design features of effective professional development -- Clarity of outcomes and purposes. -- Ongoing. -- Client-driven and concerns-based. -- Opportunities for developing judgment. -- Evidence-based. -- Connected to classroom practice. -- Opportunities for reflection. -- Collegial. -- Relevant information. -- Organized to support learning. -- A suggested core sequence of activities -- IV. A Framework for Addressing Concerns -- Stages 0 and 1. Awareness and Informational concerns -- Stage 2. Personal concerns -- Stage 3. Management concerns -- Stages 4 and 5. Consequence and collaboration concerns -- Content. -- Equity. -- V. Supporting and Extending Professional Development -- Developing expertise of lead teachers -- Supporting lead teachers in working with others -- Aligning policies and practice -- Communicating with the public -- References -- Appendix. | |
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| 700 | 1 | |a Bryant, Deborah. |0 http://id.loc.gov/authorities/names/n97115071 | |
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|---|---|
| _version_ | 1816881581659258880 |
| adam_text | |
| any_adam_object | |
| author | Driscoll, Mark J. |
| author2 | Bryant, Deborah |
| author2_role | |
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| author_GND | http://id.loc.gov/authorities/names/n97115071 |
| author_corporate | National Research Council (U.S.). Mathematical Sciences Education Board |
| author_corporate_role | |
| author_facet | Driscoll, Mark J. Bryant, Deborah National Research Council (U.S.). Mathematical Sciences Education Board |
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| author_sort | Driscoll, Mark J. |
| author_variant | m j d mj mjd |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | Q - Science |
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| callnumber-search | QA13 .D745 1998eb |
| callnumber-sort | QA 213 D745 41998EB |
| callnumber-subject | QA - Mathematics |
| collection | ZDB-4-EBA |
| contents | COVER PAGE -- NATIONAL RESEARCH COUNCIL CENTER FOR SCIENCE, MATHEMATICS, AND ENGINEERINGEDUCATION MATHEMATICAL SCIENCES EDUCATION BOARD JULY 1, 1997 -- JUNE30, 1998 -- Reviewers -- Table of Contents -- Acknowledgments -- Preface -- I. Introduction -- II. Learning Challenges -- Judgment about the quality of mathematics in tasks -- Judgment about the appropriateness of tasks -- Judgment about the quality of student responses -- Judgment about consequent actions -- III. Planning and Organizing Professional Development -- The role of the facilitator -- Advocate for principles of good assessment. -- Supporting inquiry. -- Designing professional development to balance attention to both Inquiryand advocacy. -- Design features of effective professional development -- Clarity of outcomes and purposes. -- Ongoing. -- Client-driven and concerns-based. -- Opportunities for developing judgment. -- Evidence-based. -- Connected to classroom practice. -- Opportunities for reflection. -- Collegial. -- Relevant information. -- Organized to support learning. -- A suggested core sequence of activities -- IV. A Framework for Addressing Concerns -- Stages 0 and 1. Awareness and Informational concerns -- Stage 2. Personal concerns -- Stage 3. Management concerns -- Stages 4 and 5. Consequence and collaboration concerns -- Content. -- Equity. -- V. Supporting and Extending Professional Development -- Developing expertise of lead teachers -- Supporting lead teachers in working with others -- Aligning policies and practice -- Communicating with the public -- References -- Appendix. |
| ctrlnum | (OCoLC)43474508 |
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| dewey-ones | 510 - Mathematics |
| dewey-raw | 510/.71/073 |
| dewey-search | 510/.71/073 |
| dewey-sort | 3510 271 273 |
| dewey-tens | 510 - Mathematics |
| discipline | Mathematik |
| format | Electronic eBook |
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| indexdate | 2024-11-27T13:15:00Z |
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| isbn | 0585006083 9780585006086 9780309061339 0309061334 0309522218 9780309522212 0309173825 9780309173827 |
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| series | Compass series (Washington, D.C.) |
| series2 | The compass series |
| spelling | Driscoll, Mark J. Learning about assessment, learning through assessment / by Mark Driscoll and Deborah Bryant. Washington, D.C. : National Academy Press, 1998. 1 online resource (viii, 52 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier The compass series "Mathematical Sciences Education Board, Center for Science, Mathematics, and Engineering Education." Includes bibliographical references (pages 47-50). Print version record. English. COVER PAGE -- NATIONAL RESEARCH COUNCIL CENTER FOR SCIENCE, MATHEMATICS, AND ENGINEERINGEDUCATION MATHEMATICAL SCIENCES EDUCATION BOARD JULY 1, 1997 -- JUNE30, 1998 -- Reviewers -- Table of Contents -- Acknowledgments -- Preface -- I. Introduction -- II. Learning Challenges -- Judgment about the quality of mathematics in tasks -- Judgment about the appropriateness of tasks -- Judgment about the quality of student responses -- Judgment about consequent actions -- III. Planning and Organizing Professional Development -- The role of the facilitator -- Advocate for principles of good assessment. -- Supporting inquiry. -- Designing professional development to balance attention to both Inquiryand advocacy. -- Design features of effective professional development -- Clarity of outcomes and purposes. -- Ongoing. -- Client-driven and concerns-based. -- Opportunities for developing judgment. -- Evidence-based. -- Connected to classroom practice. -- Opportunities for reflection. -- Collegial. -- Relevant information. -- Organized to support learning. -- A suggested core sequence of activities -- IV. A Framework for Addressing Concerns -- Stages 0 and 1. Awareness and Informational concerns -- Stage 2. Personal concerns -- Stage 3. Management concerns -- Stages 4 and 5. Consequence and collaboration concerns -- Content. -- Equity. -- V. Supporting and Extending Professional Development -- Developing expertise of lead teachers -- Supporting lead teachers in working with others -- Aligning policies and practice -- Communicating with the public -- References -- Appendix. Mathematics Study and teaching United States Evaluation. Mathématiques Étude et enseignement États-Unis Évaluation. MATHEMATICS Study & Teaching. bisacsh Mathematics Study and teaching Evaluation fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Bryant, Deborah. http://id.loc.gov/authorities/names/n97115071 National Research Council (U.S.). Mathematical Sciences Education Board. http://id.loc.gov/authorities/names/n88058909 has work: Learning about assessment, learning through assessment (Text) https://id.oclc.org/worldcat/entity/E39PCGXKgCcqKMxttYbWR6xgPP https://id.oclc.org/worldcat/ontology/hasWork Print version: Driscoll, Mark J. Learning about assessment, learning through assessment. Washington, D.C. : National Academy Press, 1998 0309061334 (DLC) 99173534 (OCoLC)40148818 Compass series (Washington, D.C.) http://id.loc.gov/authorities/names/n97013362 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=14437 Volltext |
| spellingShingle | Driscoll, Mark J. Learning about assessment, learning through assessment / Compass series (Washington, D.C.) COVER PAGE -- NATIONAL RESEARCH COUNCIL CENTER FOR SCIENCE, MATHEMATICS, AND ENGINEERINGEDUCATION MATHEMATICAL SCIENCES EDUCATION BOARD JULY 1, 1997 -- JUNE30, 1998 -- Reviewers -- Table of Contents -- Acknowledgments -- Preface -- I. Introduction -- II. Learning Challenges -- Judgment about the quality of mathematics in tasks -- Judgment about the appropriateness of tasks -- Judgment about the quality of student responses -- Judgment about consequent actions -- III. Planning and Organizing Professional Development -- The role of the facilitator -- Advocate for principles of good assessment. -- Supporting inquiry. -- Designing professional development to balance attention to both Inquiryand advocacy. -- Design features of effective professional development -- Clarity of outcomes and purposes. -- Ongoing. -- Client-driven and concerns-based. -- Opportunities for developing judgment. -- Evidence-based. -- Connected to classroom practice. -- Opportunities for reflection. -- Collegial. -- Relevant information. -- Organized to support learning. -- A suggested core sequence of activities -- IV. A Framework for Addressing Concerns -- Stages 0 and 1. Awareness and Informational concerns -- Stage 2. Personal concerns -- Stage 3. Management concerns -- Stages 4 and 5. Consequence and collaboration concerns -- Content. -- Equity. -- V. Supporting and Extending Professional Development -- Developing expertise of lead teachers -- Supporting lead teachers in working with others -- Aligning policies and practice -- Communicating with the public -- References -- Appendix. Mathematics Study and teaching United States Evaluation. Mathématiques Étude et enseignement États-Unis Évaluation. MATHEMATICS Study & Teaching. bisacsh Mathematics Study and teaching Evaluation fast |
| title | Learning about assessment, learning through assessment / |
| title_auth | Learning about assessment, learning through assessment / |
| title_exact_search | Learning about assessment, learning through assessment / |
| title_full | Learning about assessment, learning through assessment / by Mark Driscoll and Deborah Bryant. |
| title_fullStr | Learning about assessment, learning through assessment / by Mark Driscoll and Deborah Bryant. |
| title_full_unstemmed | Learning about assessment, learning through assessment / by Mark Driscoll and Deborah Bryant. |
| title_short | Learning about assessment, learning through assessment / |
| title_sort | learning about assessment learning through assessment |
| topic | Mathematics Study and teaching United States Evaluation. Mathématiques Étude et enseignement États-Unis Évaluation. MATHEMATICS Study & Teaching. bisacsh Mathematics Study and teaching Evaluation fast |
| topic_facet | Mathematics Study and teaching United States Evaluation. Mathématiques Étude et enseignement États-Unis Évaluation. MATHEMATICS Study & Teaching. Mathematics Study and teaching Evaluation United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=14437 |
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