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The authors provide teachers and staff developers with a research-based process for establishing quality instructional goals and implementing ongoing formative assessment to help students reach learning goals.
The authors provide teachers and staff developers with a research-based process for establishing quality instructional goals and implementing ongoing formative assessment to help students reach learning goals.
The book elucidates the fundamental importance of high-quality assessment to student academic well-being and promotes the development of student self-assessment as a critically important life skill.Provides a clear, common sense description of all assessment methods (selected response, essay, performance, and personal communication) and how to align them with relevant achievement targets (knowledge, reasoning, skills, products, and dispositions). Easy-to-read and free of technical jargon, this book focuses squarely on what teachers need to know in order to make assessment work in classrooms.
The authors--a once-skeptical chemistry professor and a director of assessment sensitive to the concerns of her teacher colleagues--use a personal voice to describe the basics of outcomes-based assessment. The purpose of the book is to empower faculty to develop and maintain ownership of assessment by articulating the learning outcomes and evidence of learning that are appropriate for their courses and programs. The authors offer readers a guide to the not always tidy process of articulating expectations, defining criteria and standards, and aligning course content consistently with desired outcomes. The wealth of examples and stories, including accounts of successes and false starts, provide a realistic and honest guide to what's involved in the institutionalization of assessment.
Gain a clear understanding of what effective teachers do—and how successful students learn Over the past 20 years, a greater concentration on research aimed at both teaching and learning has revealed that “chalk and talk” teaching, copying notes, and “cookbook” practical lessons offer little challenge to students. Teaching in the Sciences: Learner-Centered Approaches steers the learning process away from traditional modes of instruction to a more student-centered, activity-based curriculum that makes science relevant, engaging, and interesting. This innovative book helps educators bring out the best in their students—and themselves—by identifying and meeting students’ needs and providing environments that encourage active, strategic learning. Helpful tables and figures make complex information easy to access and understand. Rather than focusing on teaching methods that merely deal in the content of life science, Teaching in the Sciences: Learner-Centered Approaches promotes a deep learning designed to develop critical and skilled learners. This collection of frank and thoughtful empirically based papers places greater emphasis on learning environments and social interaction patterns, assessment processes, and perceptions of students and teachers in a range of learning and teaching settings in the life sciences. The book presents strategies for mentoring and assessing students, assessments of learning outcomes, innovative approaches to curriculum design, constructivist approaches to teaching science, how to use technology to support learning, and practical examples of learner-centered teaching that mark important steps on a journey to transform the learning process. Teaching in the Sciences: Learner-Centered Approaches examines: using broadband videoconferencing for distance learning in tertiary science assessing for learning in the crucial first year of university studies using Information and Communication Technology (ICT) in molecular science applying ICT to provide student feedback teaching biostatistics in the environmental life sciences developing metacognition and problem-solving skills in students the evolution of metAHEAD, an online resource that supports strategy development and self-monitoring in problem solving the development of a problem-based learning approach (PBL) for students in environmental science and natural resource management and much more! While largely centered on the context of undergraduate science instruction, Teaching in the Sciences: Learner-Centered Approaches is filled with valuable lessons for all educators working with students in the pursuit of powerful, effective, and lasting learning.
Assessment in Support of Instruction and Learning is the summary of a National Research Council workshop convened to examine the gap between external and classroom assessment. This report discusses issues associated with designing an assessment system that meets the demands of public accountability and, at the same time, improves the quality of the education that students receive day by day. This report focuses on assessment that addresses both accountability and learning.
This book examines the history of formative assessment in the US and explores its potential for changing the landscape of teaching and learning to meet the needs of twenty-first century learners. The author uses case studies to illuminate the complexity of teaching and the externally imposed and internally constructed contextual elements that affect assessment decision-making. In this book, Box argues effectively for a renewed vision for teacher professional development that centers around the needs of students in a knowledge economy. Finally, Box offers an overview of systemic changes that are needed in order for progressive teaching and relevant learning to take place.
Developing Learner-Centered Teaching offers a step-by-step plan for transforming any course from teacher-centered to the more engaging learner-centered model. Filled with self-assessments and worksheets that are based on each of the five practices identified in Maryellen Weimer's Learner-Centered Teaching, this groundbreaking book gives instructors, faculty developers, and instructional designers a practical and effective resource for putting the learner-centered model into action.
Throw out gradebooks and meet the assessment system of the future! Mark Barnes’s formula for feedback, titled SE2R (Summarize, Explain, Redirect, Resubmit), has delivered stunning results to the forward-thinking schools that have tried it. The method in this book will loosen and then break your classroom’s dependence on the “A-through-F” grading system that does little more than silence student voices. Delving into what really motivates students, the book covers: How GPA is a classic example of “the tail wagging the dog” Utilizing mobile devices and social networks to maximize the benefits of SE2R Addressing and overcoming bureaucratic resistance to change
