Assessment-Centered Teaching: A Reflective Practice [With CDROM]
Language: English
Published by Corwin Publishers, 2008
- Softcover
- Used
Seller: ThriftBooks-Dallas, Dallas, TX, U.S.A.ThriftBooks-Dallas
AbeBooks seller since July 2, 2009
Condition: Used - Very good
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Add to basketItem description from seller
May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.
Seller Inventory # G1412954630I4N00
- Title
- Assessment-Centered Teaching: A Reflective Practice [With CDROM]
- Author
- Diranna, Kathryn; Osmundson, Ellen; Topps, Jo
- Publisher
- Corwin Publishers
- Publication year
- 2008
- Condition
- Very Good
- Dust jacket
- No Jacket
- Binding
- Paperback
- Language
- English
- ISBN 10
- 1412954630
- ISBN 13
- 9781412954631
- Item weight
- 1.1 pounds
"Valuable for practitioners who wish to improve their teaching and their students′ learning, and for researchers concerned with putting ideas of formative assessment into teaching practice."
―Richard J. Shavelson, Margaret Jack Professor of Education
Stanford University
"Drawing from conceptual principles and empirical findings that establish the crucial role of ongoing formative assessment, the authors describe a professional development framework and program that prepares teachers to adjust their teaching to student thinking in the moment and to refine assessments to better reveal students′ understandings throughout instruction."
―Joan I. Heller, Director
Heller Research Associates
A reflective process for integrating assessment and instruction!
Because assessment and instruction are two sides of the same coin, it is critical for teachers to not only assess what students understand, but also use that information to adjust their teaching. Assessment-Centered Teaching (ACT) is a unique practice that allows teachers to gather information during instruction to uncover learning gaps and guide students toward deeper understandings of complex ideas.
Suitable for all grade levels, this resource describes how reflective practitioners can use the ACT portfolio to reflect on, modify, and improve their curriculum and instruction. The forms included on the CD-ROM guide teachers through the process. This book encourages educators to:
- Reflect on their own practice
- Systematically examine student progress toward identified learning goals over time
- Monitor instruction and assessment for continuous improvement
Assessment-Centered Teaching helps teachers, professional developers, and school teams establish quality instructional goals and implement ongoing formative assessment to promote student success.
"Synopsis" may belong to another edition of this title.
Review
"An excellent and timely resource for administrators, teachers, teacher educators, and inservice professionals. This book sheds light on the all-too-often missing link in teaching and learning: formative assessment. Applicable across subject areas and grade levels, this resource provides a very helpful balance of educational vision and rationale, practical tools and procedural guidance, and compelling stories of transformed instruction in teachers’ own words." (Pamela Aschbacher, Director of Research and Evaluation 2007-08-20)
"Makes practical the notion that teaching, learning, and assessment go hand-in-hand. Good teaching activities make good assessment tasks and vice versa. The reflective practitioner, as envisioned in this book, uses assessment information to re-engage students and move them along a progression of learning. This is a valuable book for practitioners who wish to improve their teaching and their students’ learning, and for researchers concerned with putting ideas of formative assessment into teaching practice." (Richard J. Shavelson, Margaret Jack Professor of Education 2007-08-27)
"This ambitious work provides nothing short of a blueprint for raising teacher education programs to new standards for professional preparation, which in turn would improve student achievement levels. Drawing from conceptual principles and empirical findings that establish the crucial role of ongoing formative assessment, the authors describe a professional development framework and program that actually prepares teachers to adjust their teaching to student thinking in the moment and to refine assessments to better reveal students’ understandings throughout instruction. I highly recommend this book to scholars, practitioners, and interested stakeholders in teaching and teacher development." (Joan I. Heller, Director 2007-10-01)
"About the title" may belong to another edition of this title.
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