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Balanced Assessment From Formative to Summative Learn how to integrate formative and summative assessments seamlessly into instruction. The research, rationale, strategies, and examples provided in this book will help teachers develop their own repertoire of formative and summative assessments to monitor, grade, and make inferences about a student's ability to meet standards and curriculum goals. Exercises at the end of each chapter provide opportunities to reflect and plan action steps. The author shows teachers how to "begin with the end in mind"—to start with the expectations for student achievement and then work backward to help all students succeed. Author Kay Burke details a process of analyzing the standards, deciding precisely what knowledge and skills will have to be taught and assessed, and then planning instruction to prepare students to demonstrate that they have met or exceeded the standards. Because each grade level or content area can have hundreds of standards, the best approach is for teachers to work together in teams to plan instruction and develop common assessments. Learn the process teacher teams use to analyze the standards, develop engaging performance tasks that address the standards, and create checklists and rubrics. This practical book:
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TABLE OF CONTENTS
Introduction Chapter 1: Standards-Based Instruction and Assessment: Begin With the End in Mind Chapter 2: The Balanced Assessment Model: When Formative Meets Summative Chapter 3: Common Assessments: A Community of Assessors Chapter 4: Performance Tasks: The Key to an Engaging Curriculum Chapter 5: Checklists: Progressions of Learning Chapter 6: Rubrics—All Roads Lead to the Standards Chapter 7: Formative Assessment Tools: Real Time and Real Fast Chapter 8: Summative Assessment and Evaluation: The Last Judgment Epilogue References Index REPRODUCIBLES The Balanced Assessment Model Repacking the Standards Performance Task Template Template for a Student Checklist Teacher Guidelines for Creating Student Checklists How to Add Rigor to Rubrics |
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