This curriculum-based approach to assessment examines teacher-made tests and curriculum as they relate to a childs success or failure, rather than looking at formal, standardized tests. Using a step-by-step approach, the authors show teachers how to work with the curriculum and adapt it to meet the childs needs, how to assess in an ongoing way, and how to recognize when curriculum change is warranted. Designed to show readers how to think like evaluators -- rather than just telling them what to do during an evaluation -- the book encourages active participation on the part of the reader. Emphasizing decision making over measurement, and uniting the functions of evaluation and instruction, the authors provide a text that takes an issues approach, rather than laying out a strict how-to blueprint. Unlike traditional approaches that focus on the incapacities of students, this text focuses on what teachers and evaluators do, not on who they do it to. The authors clear, thoughtful, and sometimes humorous writing style is coupled with a variety of in-text learning aids (quotes, key terms, study questions, illustrations, and charts and tables) to make the text easy to understand as well as a valuable reference for future use.The conduct of portfolio assessment for comprehension is more akin to a staff meeting than to a testing session. ... what you think is the no-pass guidelines for maze and cloze text language Raquot;: aquot;. . . was (3) Item difficulty most important Go to Chapter fascinated with ... sample difficulty or the the technical geographic of behavior human 6 Oral reading One-minute (1) Easy to give (1) Little Rate per 1st grade.
|Author||:||Kenneth W. Howell|
|Publisher||:||Cengage Learning - 1993|