Cooper, Damian 1954-
Talk about Assessment : High School Strategies and Tools / Damian Cooper and Jeff Catania. - 1st ed. - Toronto, ON : Nelson Education, 2010. - xi, 261 p. : col. ill. ; 28 cm. + 1 DVD.
DVD inserted in pocket; it contains video-clips providing real classroom examples of teachers and students implementing the strategies described in the book. The DVD also contains a sample of exemplary planning and assessment tools to support the practices advocated in this resource.
Includes bibliographical references and Index.
Section 1: Assessment for the 21st Century Chapter 1 The "Big Ideas" of Assessment
The Big Ideas -- Some Key Assessment Terms
Chapter 2 Changes in Education - Changes in Assessment
Changes in Learning -- The Role of the Teacher in the Digital Age -- Inquiry-Based Learning -- Norm-Referenced and Criterion-Referenced Systems
Section 2: Planning Assessment of Learning Chapter 3 Planning with the End in Mind
A Three-Stage Model -- Stage 1: Identifying Essential Learning -- Stage 2: Assessing Essential Learning -- Stage 3: Planning Instruction
Chapter 4 Assessment of Learning
Assessment of Learning: Reviewing the Concept -- Obstacles to a Balanced Assessment Plan -- Sufficient Evidence for Grading -- Matching Tasks and Curriculum Targets -- Rich Performance Tasks -- Motivating Students to Complete Assessments of Learning Section 3: Assessment That Promotes Learning Chapter 5 Initial/Diagnostic Assessment and Differentiated Instruction
Why Differentiate? -- How Do I Differentiate? -- Gathering Initial Assessment Data: Nadine's Grade 9 English Class -- Using Initial Assessment Data to Differentiate Instruction -- Assessing the Reading Level of a Class Text -- Communicating with Students and Parents about Achievement in the Differentiated Classroom -- Differentiating Assessment Tasks Chapter 6 Assessment for Learning
How Does Assessment of Learning Differ from Assessment for Learning? -- What Does Assessment for Learning Look Like in the Classroom? -- Using Tests as Assessments for Learning|Authentic Tasks -- Patience and Perseverance -- The Importance of Self- and Peer Assessment -- Marking Practices: Effectiveness and Efficiency Chapter 7 Teaching and Assessing Students with Special Needs
Identifying Special Needs -- Students' Challenges -- Challenges and Myths in Meeting Diverse Needs -- Determining Specific Needs and Planning Program -- Planning and Managing the Differentiated Classroom -- Grading and Reporting for Students with Special Needs Section 4: Gathering Evidence and Communicating about Learning Chapter 8 Assessment Tools and Technology
What Is an Assessment Tool? -- Types of Tools: Purposes, Pros, and Cons -- What Kind of Tool to Use, When -- Task-Specific and Generic Rubrics -- Analytic and Holistic Rubrics -- Rubrics Are Qualitative Assessment Tools -- Different Variables for Processes, Products, and Performances -- Q's and A's about Rubrics -- Rubric Development Toolkit -- Assessment Technology Chapter 9 Grading and Reporting
Performance Standards -- The Purpose of Grades -- Reporting on Learning Skills -- Organizing Grades by Learning Target, not by Assessment Task -- How Much Data Is Necessary for Grading Purposes? -- Report Card Grades and Measurement Error -- Percentage Grades, Letter Grades, and Achievement Levels -- The Problem with Zero -- Determining Grades - Guiding Principles -- The Mean and Weighted Mean -- The Median -- The Mode -- Blended Median -- Calculation versus Estimation -- Conclusion -- Access to Students' Grades -- Selecting Grading Software Section 5: Implementing Change Chapter 10 Lessons from the Field
A Word About Implementation -- Examining Our Practice -- Implementing System-Wide Change -- School-Level Assessment Reform -- Teacher-Initiated Assessment Reform
"Assessment that guides instruction is the key to effective student learning. This concept is at the centre of Talk About Assessment, a comprehensive resource that speaks directly to the high school classroom teacher. The text resource is divided into five sections: Section 1 presents the eight Big Ideas of assessment and describes the challenges faced by today's high school educators; Section 2 explains the importance of planning assessment and instruction with the end in mind; Section 3 focuses on assessment for learning - assessment that supports and promotes student learning; Section 4 addresses grading challenges and provides strategies and tools for recording and communicating information about student learning; Section 5 speaks about strategies for implementing change in assessment practice - strategies for teachers, school administrators, and district staff. The accompanying DVD-ROM includes the tools referred to in the text (as well as rubrics, checklists, unit-planning templates, and sample units) in modifiable format for quick and easy classroom use. The DVD also includes ten video clips featuring teachers and students actively engaged in planning, learning, and assessment." (Book Cover)
PED3141 (Fall 2016 - Milley, Peter)
9780176357122 (pbk)
Ability--Testing.
Educational evaluation.
Educational tests and measurements.
Examinations--Design and construction.
Grading and marking (Students).
Students--Rating of.
Talk about Assessment : High School Strategies and Tools / Damian Cooper and Jeff Catania. - 1st ed. - Toronto, ON : Nelson Education, 2010. - xi, 261 p. : col. ill. ; 28 cm. + 1 DVD.
DVD inserted in pocket; it contains video-clips providing real classroom examples of teachers and students implementing the strategies described in the book. The DVD also contains a sample of exemplary planning and assessment tools to support the practices advocated in this resource.
Includes bibliographical references and Index.
Section 1: Assessment for the 21st Century Chapter 1 The "Big Ideas" of Assessment
The Big Ideas -- Some Key Assessment Terms
Chapter 2 Changes in Education - Changes in Assessment
Changes in Learning -- The Role of the Teacher in the Digital Age -- Inquiry-Based Learning -- Norm-Referenced and Criterion-Referenced Systems
Section 2: Planning Assessment of Learning Chapter 3 Planning with the End in Mind
A Three-Stage Model -- Stage 1: Identifying Essential Learning -- Stage 2: Assessing Essential Learning -- Stage 3: Planning Instruction
Chapter 4 Assessment of Learning
Assessment of Learning: Reviewing the Concept -- Obstacles to a Balanced Assessment Plan -- Sufficient Evidence for Grading -- Matching Tasks and Curriculum Targets -- Rich Performance Tasks -- Motivating Students to Complete Assessments of Learning Section 3: Assessment That Promotes Learning Chapter 5 Initial/Diagnostic Assessment and Differentiated Instruction
Why Differentiate? -- How Do I Differentiate? -- Gathering Initial Assessment Data: Nadine's Grade 9 English Class -- Using Initial Assessment Data to Differentiate Instruction -- Assessing the Reading Level of a Class Text -- Communicating with Students and Parents about Achievement in the Differentiated Classroom -- Differentiating Assessment Tasks Chapter 6 Assessment for Learning
How Does Assessment of Learning Differ from Assessment for Learning? -- What Does Assessment for Learning Look Like in the Classroom? -- Using Tests as Assessments for Learning|Authentic Tasks -- Patience and Perseverance -- The Importance of Self- and Peer Assessment -- Marking Practices: Effectiveness and Efficiency Chapter 7 Teaching and Assessing Students with Special Needs
Identifying Special Needs -- Students' Challenges -- Challenges and Myths in Meeting Diverse Needs -- Determining Specific Needs and Planning Program -- Planning and Managing the Differentiated Classroom -- Grading and Reporting for Students with Special Needs Section 4: Gathering Evidence and Communicating about Learning Chapter 8 Assessment Tools and Technology
What Is an Assessment Tool? -- Types of Tools: Purposes, Pros, and Cons -- What Kind of Tool to Use, When -- Task-Specific and Generic Rubrics -- Analytic and Holistic Rubrics -- Rubrics Are Qualitative Assessment Tools -- Different Variables for Processes, Products, and Performances -- Q's and A's about Rubrics -- Rubric Development Toolkit -- Assessment Technology Chapter 9 Grading and Reporting
Performance Standards -- The Purpose of Grades -- Reporting on Learning Skills -- Organizing Grades by Learning Target, not by Assessment Task -- How Much Data Is Necessary for Grading Purposes? -- Report Card Grades and Measurement Error -- Percentage Grades, Letter Grades, and Achievement Levels -- The Problem with Zero -- Determining Grades - Guiding Principles -- The Mean and Weighted Mean -- The Median -- The Mode -- Blended Median -- Calculation versus Estimation -- Conclusion -- Access to Students' Grades -- Selecting Grading Software Section 5: Implementing Change Chapter 10 Lessons from the Field
A Word About Implementation -- Examining Our Practice -- Implementing System-Wide Change -- School-Level Assessment Reform -- Teacher-Initiated Assessment Reform
"Assessment that guides instruction is the key to effective student learning. This concept is at the centre of Talk About Assessment, a comprehensive resource that speaks directly to the high school classroom teacher. The text resource is divided into five sections: Section 1 presents the eight Big Ideas of assessment and describes the challenges faced by today's high school educators; Section 2 explains the importance of planning assessment and instruction with the end in mind; Section 3 focuses on assessment for learning - assessment that supports and promotes student learning; Section 4 addresses grading challenges and provides strategies and tools for recording and communicating information about student learning; Section 5 speaks about strategies for implementing change in assessment practice - strategies for teachers, school administrators, and district staff. The accompanying DVD-ROM includes the tools referred to in the text (as well as rubrics, checklists, unit-planning templates, and sample units) in modifiable format for quick and easy classroom use. The DVD also includes ten video clips featuring teachers and students actively engaged in planning, learning, and assessment." (Book Cover)
PED3141 (Fall 2016 - Milley, Peter)
9780176357122 (pbk)
Ability--Testing.
Educational evaluation.
Educational tests and measurements.
Examinations--Design and construction.
Grading and marking (Students).
Students--Rating of.