Assessment is one of the most powerful tools in teaching, yet it is rarely measured in effort, time and effectiveness and is often done alone, against the clock and with minimal training. This practical and realistic book is designed to help practitioners who wish to improve their impact in assessing a large and diverse range of students. This second edition has been fully updated to include the views of students and recent developments in remote assessment, plagiarism, grading and feedback tools. The second half of the book considers the main assessment methods, with advice addressing common challenges. It will help newer assessors to: clarify their role and make the best use of time and technology gain confidence with assessment terms and processes give motivating feedback and support student writing tailor their approach and learn from practitioners within their discipline to extend their current range of solutions consider in more depth: essays, reports and projects, practicals and fieldwork, mathematically-based learning and exams. Both newly appointed and more experienced lecturers in further and higher education, postgraduate students, part time staff and graduate teaching assistants will find this an invaluable guide and reference tool.
Nancy Mather, Barbara J. Wendling, Rhia Roberts ... Ryan, a seventh - grade student, required both compensatory strategies and accommodations to succeed in his general education classes. Ryan's vocabulary and ability to generate ideas ...
This book outlines in an accessible manner the major tenets of research in the field and provide language teachers with guidelines to design and develop suitable writing assessment tasks for their students.
In this book, Troy Hicks—a leader in the teaching of digital writing—collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students’ digital writing.
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.
Based on research from the threat-assessment community, this important resource addresses the challenge of assessing concerning online communication, written narratives, and artistic works at schools, colleges, and universities.
In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is “more than” its interconnected elements.
Graham, S., Harris, K., & Hebert, M. A. (2011). Informing writing: The benefits of formative assessment. A Carnegie Corporation Time to Act report. Washington, DC: Alliance for Excellent Education. Graham, S. & Harris, K. (2013).
How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants.
In "Successful Student Writing Through Formative Assessment," educator and international speaker Harry G. Tuttle shows you how to guide middle and high school students through the prewriting, writing, and revision processes using formative ...
Content restructuring with authentic learning strategies in a multimedia learning environment (MMLE). In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 ...