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Scoring Guide for Student Products
This Web tool helps teachers evaluate student products that are created with technology. It focuses on the student's content knowledge and effective technology use. (Audience: K-12 teachers.)
An Educator's Guide to Evaluating Claims about Educational Software
Selecting the right educational software package has become increasingly complex. There are many issues to consider in selecting educational software:
* evidence of its effectiveness;
* alignment with your school, state, or district's standards;
* suitability for your students' needs and learning styles;
* and the total cost of purchasing, maintaining, and upgrading needed hardware and software.
The purpose of this site is to help you address the first of these concerns, namely whether the software
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Now that we are using the Internet in the classroom to support instruction, it is important the area of assessment be addressed. One usable method for teachers is to provide a rubric for student use and for both formative and summative assessment purposes. Another is to provide some type of graphic organizer. Below you will find a collection of assessment rubrics and graphic organizers that may be helpful to you as you design your own. Let me know if you have one you would like to share! A book dealing with both the theoretical and practical design of rubrics is the ASCD publication, Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model.
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Massachusetts students outscored or tied other states on a series of national reading and math exams given to fourth and eighth graders, the Patrick administration announced this morning.
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Performance based assessments, often locally controlled and involving multiple measures of achievement, offer a way to move beyond the limits and negative effects of standardized examinations currently in use for school accountability. While federal legislation calls for “multiple up-to-date measures of student academic achievement, including measures that assess higher-order thinking skills and understanding” (NCLB, Sec. 1111, b, 2, I, vi), most assessment tools used for federal reporting focus on lower-level skill that can be measured on standardized mostly multiple-choice tests. High stakes attached to them have led schools to not engage in more challenging and engaging curriculum but to limit school experiences to those that focus on test preparation.
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(Bounty News: March 17, 2007) - a British national curriculum for early childhood education could see babies being monitored for signs of educational development.
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The Cornell Critical Thinking Tests are published by Critical Thinking Press and Software. The tests date from 1985, having been developed by two Cornell University professors, Robert Ennis and Jason Millman. Level X is appropriate for assessing the critical thinking abilities of students in grades 4 through 14. It focuses on deduction, credibility, and identification of assumptions. It is a multiple-choice test. Earlier versions of the test focused on specific components of critical thinking.
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Published by Robert H. Ennis in 1985, the test is intended for use in grades 7 through college to measure skills such as getting the point, seeing the reason and assumptions, offering reasons, and seeing other possibilities and explanations.
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Although accreditation agencies and employers emphasize the value of effective communication, interdisciplinary teamwork skills, project management skills, and ethical acumen, there is little consensus about how to develop such abilities in undergraduate students (ABET, 1999). Our university requires all undergraduates to take two three-credit-hour open-ended project-based interdisciplinary course
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At any point in the instructional cycle, teachers can gather valuable evidence of student learning through formal and informal observations, one-on-one interviews, and class discussions. These observations and conversations are most often used to "take a pulse" of student progress and to inform instructional decisions at the beginning of or in the middle of a unit.
In the middle grades, hands-on investigations are frequently ripe opportunities for teacher observations. These observations can range in structure, from informal note-taking to formalized checklists that identify specific performance features. Though structure varies, teacher observations are usually planned and deliberate, and are linked to specific learning outcomes.
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The TE-MAT (Teacher Education Materials) Project was funded through a National Science Foundation (NSF) grant to Horizon Research, Inc. (HRI) to develop an online resource to support professional development providers as they work to enhance the capacity of pre-service and in-service teachers to provide high-quality K-12 mathematics/science education. Susan Snyder, Warren Beasley, and Kathryn Chva
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Scoring Guide for Student Products This Web tool helps teachers evaluate student products that are created with technology. It focuses on the student's content knowledge and effective technology use. (Audience: K-12 teachers.) An Educator's Guide to Evaluating Claims about Educational Software Selecting the right educational software package has become increasingly complex. There are many issues to consider in selecting educational software: * evidence of its effectiveness; * alignment with your school, state, or district's standards; * suitability for your students' needs and learning styles; * and the total cost of purchasing, maintaining, and upgrading needed hardware and software. The purpose of this site is to help you address the first of these concerns, namely whether the software
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