By Phyllis Jones, Judy Carr
Irrespective of what percentage occasions you weigh a pig, all you examine is how a lot it weighs. so that you can study anything else, you wish a special review. This good e-book explains how well-constructed checks offer info that's necessary to the advance of studying possibilities for all scholars. The textual content contains contributions from lecturers and instructor educators, school room vignettes, and substitute methods which were confirmed worthwhile in assessing the desires of quite a lot of scholars.
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Extra resources for A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work
Inclusive Classroom Assessment 15 • The additional instructional and mastery opportunities that may be needed; • The subject knowledge that may need reteaching or enhancement; • The student’s areas of interest and attitudes toward the subject; and • The optimum group structure for the teaching of the subject knowledge. It is essential that teachers be cognizant of both curriculum and existing student knowledge in order to successfully differentiate instruction in the classroom, but the process of assessment to inform teaching is not the responsibility of one person.
The student is seen as a valuable member of the classroom and varied assessment practices are sought to improve teaching and learning. Through the relationships that have developed in the two scenarios, the impetus to change assessment practice is very different. The importance of teachers’ views of the students is reiterated in the work of McMillan and Nash (2000), who indicate how a variety of factors, including benevolent feeling toward students, inf luence how teachers use assessments to modify their teaching practices ref lectively.
1 lists some activities a teacher may use to adapt the assessment based on recent research. For example, one strategy is to simplify but not artificially restrict language structures. Mr. Fitzgerald can use shorter sentences with simple syntax that are easier for Juan to understand. Communications should include unambiguous terminology, as well as provide descriptions and examples rather than definitions. ” 45 contextualize both oral and written texts with pictures, charts, and diagrams. For example, Mr.
A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work by Phyllis Jones, Judy Carr