Designing and Using Performance Tasks : Enhancing Student Learning and Assessment
Language: English
Published by Corwin, 2016
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
AbeBooks seller since August 14, 2006
Condition: New
£ 49.84
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Add to basketItem description from seller
nach der Bestellung gedruckt Neuware - Printed after ordering - Stretch student thinking with performance-based tasks.With the continual increase of high-stakes assessments also comes the surge of professional development on designing performance-based tasks. Providing step-by-step insights, this book shows you how to incorporate performance tasks as a tool to teach, monitor, and extend student learning. If you’re ready to stretch your students’ thinking, grab a copy of this how-to guide to help you: Make instructional decisions based on student performance of learning tasks Incorporate learning progressions as an integral part of planning performance tasks Close the 'knowing–doing' gap by focusing on considerations for successful implementation.
Seller Inventory # 9781506328720
- Title
- Designing and Using Performance Tasks : Enhancing Student Learning and Assessment
- Author
- Tracey K. Shiel
- Publisher
- Corwin
- Publication year
- 2016
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 10
- 1506328725
- ISBN 13
- 9781506328720
- Item weight
- 492 grams
- Dimensions
- 254x178x14 mm
Stretch student thinking with performance-based tasks.
With the continual increase of high-stakes assessments also comes the surge of professional development on designing performance-based tasks. Providing step-by-step insights, this book shows you how to incorporate performance tasks as a tool to teach, monitor, and extend student learning. If you’re ready to stretch your students’ thinking, grab a copy of this how-to guide to help you:
- Make instructional decisions based on student performance of learning tasks
- Incorporate learning progressions as an integral part of planning performance tasks
- Close the “knowing–doing” gap by focusing on considerations for successful implementation
"Synopsis" may belong to another edition of this title.
About the Author
Tracey Shiel was initially certified as a Leadership Performance Coach and she has also been certified as a Hallmarks Educational Coach. She has provided leadership coaching to Department of Education administrators, district administrators, building administrators, and instructional coaches to support the achievement of a critical project as well as to develop their leadership capacity and those around them. Presently, Tracey is refining her own leadership coaching model – Balanced Educational Leadership Coaching, which melds together coaching techniques, with mentoring, and consulting components.
Tracey retains a passion for classroom instruction and assessment, specifically nonfiction reading and writing instructional strategies and performance tasks. She is well-versed with the Common Core State Standards, which emphasize Tracey’s passions. Tracey authored Engaging Students through Performance: Creating Performance Tasks to Monitor Student Learning (2011) and incorporated Common Core examples through the text. She brings a wealth real-world experience and researched-based knowledge to her presentations, coaching, and implementation support. She is a strong communicator and pays attention to details to provide the powerful educational services to her clients. As principal Dr. Susan Frampton states in referencing her coaching,
My work with Tracy Shiel has benefitted my staff, community, and most importantly my students. Well versed with current research and the ability to affect change, Tracey supports me by asking the difficult questions that challenge my thinking. A guide, Tracey helped me clearly assess where we areas a school, plan where we are going, and monitor our progress. My work with Tracey gets results for my students and provides me with a safety net when the going gets tough.
Tracey Shiel can be reached at traceyshiel@corwinlearning.net.
"About the title" may belong to another edition of this title.
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