Student Assessment
Corwin Press Inc (Verlag)
978-1-0719-0936-2 (ISBN)
What if there was a better way to collect and interpret assessment data that could strengthen the link between teaching and learning? Student Assessment: Better Evidence, Better Decisions, Better Learning is the innovative guide to show you how it′s done and done right. This unique book offers a new assessment model focused on decision-driven data collection and provides an arsenal of tools for collecting better evidence to increase student learning. You will learn:
the importance of assessment in the teaching and learning process
what a decision-driven data collection assessment model looks like and how it differs from a more traditional data-driven decision-making model
how to effectively establish learning intentions and success criteria within assessments to actively engage students in their own learning
how to implement an array of assessment tools that yield better evidence and improve decision-making
how to address the challenge of ensuring authenticity in students′ responses when AI-generated content is becoming more common
With this guide in hand, you′ll be ready for a better approach to assessment—armed with practical tools and strategies to ensure students can analyze, synthesize, adapt, critique, and most importantly, take charge of their own learning.
Dr. Dylan Wiliam is emeritus professor of educational assessment at the UCL Institute of Education. He started his career teaching in urban London schools before transitioning to educational research. He was dean of the School of Education at King’s College London, senior research director at the Educational Testing Service in Princeton, US, and deputy director of the Institute of Education, University of London. His research has focused on the use of assessment to support learning (sometimes called formative assessment), and he now works with groups of teachers all over the world on developing formative assessment practices. Dylan’s recent books include Creating the Schools Our Children Need and Embedded Formative Assessment. Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning. Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.
Praise Page
Publishers Acknowledgements
Table of Contents
Introduction
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
References
Index
| Erscheinungsdatum | 10.09.2024 |
|---|---|
| Verlagsort | Thousand Oaks |
| Sprache | englisch |
| Maße | 177 x 254 mm |
| Gewicht | 340 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| ISBN-10 | 1-0719-0936-3 / 1071909363 |
| ISBN-13 | 978-1-0719-0936-2 / 9781071909362 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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