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El. knyga: Assessing Middle and High School Mathematics & Science: Differentiating Formative Assessment [Taylor & Francis e-book]

  • Formatas: 144 pages
  • Išleidimo metai: 06-Mar-2017
  • Leidėjas: Routledge
  • ISBN-13: 9781315854359
Kitos knygos pagal šią temą:
  • Taylor & Francis e-book
  • Kaina: 129,25 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standartinė kaina: 184,65 €
  • Sutaupote 30%
Assessing Middle and High School Mathematics & Science: Differentiating Formative AssessmentDidesnis paveikslėlis
  • Formatas: 144 pages
  • Išleidimo metai: 06-Mar-2017
  • Leidėjas: Routledge
  • ISBN-13: 9781315854359
Kitos knygos pagal šią temą:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Partnerių interneto svetainė: https://www.taylorfrancis.com/books/9781315854359

For middle and high school teachers of mathematics and science, this book is filled with examples of instructional strategies that address students’ readiness levels, interests, and learning preferences. It shows teachers how to formatively assess their students by addressing differentiated learning targets.

Included are detailed examples of differentiated formative assessment schedules, plus tips on how to collaborate with others to improve assessment processes. Teachers will learn how to adjust instruction for the whole class, for small groups, and for individuals. They will also uncover step-by-step procedures for creating their own lessons infused with opportunities to formatively assess students who participate in differentiated learning activities.

Meet the Author v
Free Downloads vi
Preface xi
1 Differentiating Formative Assessment
1(28)
What is Differentiation?
1(1)
Why Differentiate Assessment?
1(1)
How Can We Link Assessment That Teachers Differentiate with Theories of Learning?
2(1)
What is Formative Assessment?
3(2)
Short Time Scale Feedback Examples
4(1)
Medium Time Scale Examples
4(1)
Long Time Scale Examples
5(1)
Summative Assessment
5(1)
Formative Differentiated Assessments That Are Fair, Valid, and Reliable
6(1)
Responding to Formative Assessments: Regroup, Reteach, Remediate, and EnRich
6(1)
Differentiated Formative Assessment Closely Connected to EEKs and KUDs and MOs
7(1)
Differentiating Assessments Based on Learning Styles
7(1)
Formatively Assessing If Students Understand
7(1)
Feedback Versus Grading
8(5)
Designing Differentiated Assessments (Method 1)
8(1)
A Spiraling Interaction of Planning, Assessment, Evaluation, Instruction, and Feedback
8(1)
Phase 1 Preassessment
8(1)
Phase 2 First Evaluation
8(1)
Phase 3 Formative Planning
8(2)
Phase 4 First Differentiated Instruction
10(1)
Phase 5 First Informal and Formative Assessment
10(1)
Phase 6 Second Evaluation
10(1)
Phase 7 First Feedback
10(1)
Phase 8 Second Planning
11(1)
Last Phase: Summative Assessment
11(1)
Designing a Differentiated Learning Progression (Method 2)
11(2)
Types of Assessment
13(1)
Looking at Assessment Examples Through the Lens of Assessing for Student Learning
13(1)
General Assessment Ideas
13(8)
Vocabulary Self-Assessment
14(1)
Visualizing Assessment
14(1)
Kinesthetic Assessments
15(1)
Tactual Assessments
15(1)
Oral Examinations
16(1)
Seven Types of Presentation Assessments
16(1)
Crossword Puzzle Assessments
16(1)
Kinds of Portfolios to Capture Assessment Data
17(1)
Feedback
17(1)
Oral Feedback
18(1)
Oral Formative Assessment Example: Formative Assessment Conversations
19(1)
Written Feedback
19(1)
Feelings and Beliefs about Topic
20(1)
Affective Domain Assessment
20(1)
Surveys (Likert Scale)
20(1)
Journaling and Learning Logs
21(1)
Common Formative Assessments
21(4)
Evaluating Student Work Collaboratively
22(1)
Looking Together at Student Work
23(1)
Tuning Protocol
24(1)
Collaborative Assessment Conference
24(1)
Problem-Based Learning Formative Assessments
25(1)
How to Use This Book
25(1)
Assessment Target
26(1)
Summary
27(2)
2 Mastery-Based Differentiated Formative Assessments
29(22)
New American Lecture
29(5)
New American Lecture Example
31(1)
Procedures (Levels 1 and 2)
32(2)
Procedures (Level 3)
34(1)
Direct Instruction
34(3)
Direct Instruction Example
34(1)
Procedures (Levels 1 and 2)
35(1)
Modeling
35(1)
Direct Practice
36(1)
Guided Practice
37(1)
Procedures (Level 3)
37(1)
Graduated Difficulty
37(6)
Graduated Difficulty Example 1
38(1)
Procedures
39(1)
Graduated Difficulty Example 2
40(1)
Procedures
41(2)
Teams-Games-Tournaments
43(6)
Teams-Games-Tournaments Example 1
43(1)
Procedures (Level 1)
44(2)
Teams-Games-Tournaments Example 1
46(1)
Procedures (Level 2)
47(2)
Procedures (Level 3)
49(1)
Summary
49(2)
3 Understanding-Based Differentiated Formative Assessments
51(22)
Compare and Contrast
51(5)
Compare and Contrast Example
52(1)
Math Compare and Contrast Suggestions
53(1)
Science Compare and Contrast Suggestions
53(1)
Procedures
54(2)
Reading for Meaning
56(4)
Reading for Meaning Example
57(1)
Procedures (Levels 1 and 2)
58(2)
Procedures (Level 3)
60(1)
Concept Attainment
60(6)
Frayer's Model of Concept Development Example
61(1)
Frayer Procedures
61(1)
Hilda Taba's Model of Concept Development Example
62(1)
Taba Procedures
62(2)
Jerome Burner's Model of Concept Development Example
64(1)
Procedures
65(1)
Problem-Based Learning
66(6)
Real-World Problem Solving Example
66(3)
Procedures
69(3)
Summary
72(1)
4 Self-Expressive-Based Differentiated Formative Assessments
73(18)
Inductive Learning
73(6)
Inductive Learning Example
73(2)
Procedures (Level 1)
75(2)
Procedures (Level 2)
77(1)
Procedures (Level 3)
78(1)
Metaphorical Expression
79(6)
Metaphorical Expression Example
80(1)
Procedures
81(1)
Synectics Example
82(1)
Procedures
83(2)
Pattern Maker
85(2)
Pattern Maker Example
85(1)
Procedures
86(1)
Visualizing and Mind's Eye
87(2)
Mind's Eye Example
87(1)
Procedures
88(1)
Summary
89(2)
5 Interpersonal-Based Differentiated Formative Assessments
91(14)
Reciprocal Learning
91(3)
Reciprocal Learning Example
91(1)
Procedures
92(2)
Problem Solving and Decision Making
94(5)
Problem Solving Using a Decision-Making Model
94(1)
Procedures
95(3)
Expenses and Profits Template Suggestion
98(1)
Jigsaw
99(2)
Procedures (Level 1)
100(1)
Procedures (Levels 2 and 3)
101(1)
Community Circle
101(3)
Summary
104(1)
6 Four Style Differentiated Formative Assessments
105(24)
Window Notes
105(3)
Procedures (General)
106(1)
Procedures (Level 1)
107(1)
Procedures (Level 2)
108(1)
Procedures (Level 3)
108(1)
Circle of Knowledge/Seminar
108(5)
Circle of Knowledge/Seminar Example
108(2)
Procedures
110(1)
How to Write Seminar Questions
110(2)
Mini-Seminar: An Adaptation of Whole-Class Seminar
112(1)
Do You Hear What I Hear? (DYHWIH)
113(6)
DYHWIH Example
113(2)
Procedures (Level 1)
115(1)
Accountable Talk
116(2)
Procedures (Level 2)
118(1)
Procedures (Level 3)
118(1)
Task Rotation
119(8)
Task Rotation Example
119(2)
Procedures
121(6)
Summary
127(2)
References 129
Sheryn Spencer Waterman is an educational consultant and instructional coach who specializes in curriculum design, differentiation, assessment, literacy, and mentoring. Her many accomplishments include Teacher of the Year in two schools, National Board Certification (renewed 2007), and Founding Fellow for the Teacher's Network Leadership Institute. She came to the field of education after a career as a psychotherapist and consultant. She has contributed to many local, state, regional, and national projects to promote quality teaching, and she is working on a doctorate in teacher education at the University of North Carolina at Greensboro.
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