designing middle and high school instruction and assessment using the cognitive domain

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Designing Middle And High School Instruction And Assessment

Author : John L. Badgett
ISBN : 9781412971188
Genre : Education
File Size : 34. 61 MB
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Built on Bloom's Taxonomy, this resource helps middle and high school teachers write measurable, standards-based lesson plan objectives and develop assessments in the content areas.

Developing Performance Based Assessments Grades 6 12

Author : Nancy P. Gallavan
ISBN : 1412969816
Genre : Education
File Size : 43. 93 MB
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This book guides educators through an assessment process that is fully integrated with the daily curriculum and designed to significantly improve student performance.

Six Steps To Preparing Exemplary Principals And Superintendents

Author : John Hoyle
ISBN : 9781607096887
Genre : Education
File Size : 60. 86 MB
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This book includes a step-by-step guide to selecting the best students, creating a pre- and post-assessment of student learning, a well-designed procedure to pretest and assure that all masters degree students actually acquire a strong knowledge base and score well on state licensure exams.

Pencils Down

Author : Wayne Au
ISBN : 094296151X
Genre : Education
File Size : 88. 53 MB
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A collection of articles from Rethinking Schools magazine.

How People Learn

Author : National Research Council
ISBN : 9780309131971
Genre : Education
File Size : 74. 61 MB
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Assessment Driven Instruction In Physical Education With Web Resource

Author : Jacalyn Lea Lund
ISBN : 9781450419918
Genre : Education
File Size : 37. 89 MB
Format : PDF
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This reverence assists middle and high school physical education teachers and teacher candidates in learning to create, manage, and use assessments. Special practice tasks in the text and web resource help readers learn how to build individualized assessments. This resource provides a strong foundation in assessment concepts and guidance in using assessments to improve student learning and teacher effectiveness.

Designing Elementary Instruction And Assessment

Author : John L. Badgett
ISBN : 9781412971201
Genre : Education
File Size : 66. 87 MB
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Covering the major content areas, this resource shows how to develop measurable, standards-based lesson objectives and appropriate assessments that tap into all levels of Bloom's Taxonomy.

The British National Bibliography

Author : Arthur James Wells
ISBN : STANFORD:36105211722678
Genre : English literature
File Size : 39. 4 MB
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Designing Alternative Assessments For Interdisciplinary Curriculum In Middle And Secondary Schools

Author : Richard E. Maurer
ISBN : UOM:39015036058876
Genre : Education
File Size : 80. 48 MB
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Knowing What Students Know

Author : National Research Council
ISBN : 9780309293228
Genre : Education
File Size : 74. 80 MB
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Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.

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