skip to content
Measuring up : a guide to formative assessment Preview this item
ClosePreview this item
Checking...

Measuring up : a guide to formative assessment

Author: Josephine Hartmann; Kris Downs; Technology and Innovation in Education (Project)
Publisher: Rapid City, SD : Technology and Innovation in Education, 2010.
Edition/Format:   DVD video : Clipart/images/graphics   Computer File : EnglishView all editions and formats
Database:WorldCat
Summary:
"I've always thought of a test as a chance to learn what my classes have acquired over a short passage of time and to determine whether or not my teaching was actually of some benefit to them. I concluded that tests do actually reflect effective teaching as well as proficient levels of learning. Tests can also help shed some light onto my future planning, what did I not teach well that I should reteach, perhaps  Read more...
Rating:

(not yet rated) 0 with reviews - Be the first.

Subjects
More like this

 

Find a copy online

Links to this item

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Genre/Form: Nonfiction films
Short films
Instructional films
Internet videos
Material Type: Clipart/images/graphics, Internet resource, Videorecording
Document Type: Internet Resource, Computer File, Visual material
All Authors / Contributors: Josephine Hartmann; Kris Downs; Technology and Innovation in Education (Project)
OCLC Number: 826647978
Notes: Streaming video file.
Facilitator's manual has copyright 2009.
Credits: Video production, Ryan Phillips, Julia Monczunski ; manual design and production, Megan Merscheim ; author and researcher, Josephine Hartmann.
Performer(s): Narrator, Kris Downs.
Description: 1 video file (ca. 40 min.) : sd., col.
Details: Mode of access: Internet.
Other Titles: Guide to formative assessment
Responsibility: produced by Technology and Innovation in Education, Media Services.
More information:

Abstract:

"I've always thought of a test as a chance to learn what my classes have acquired over a short passage of time and to determine whether or not my teaching was actually of some benefit to them. I concluded that tests do actually reflect effective teaching as well as proficient levels of learning. Tests can also help shed some light onto my future planning, what did I not teach well that I should reteach, perhaps approaching the subject matter from a different angle? Was I teaching in ways from which my students were unable to learn? We each have different learning styles, after all. How would they learn better if I adapted my methods? How should I score the tests? Have I taken the time to develop some kind of rubric to share with students, showing them what they needed to know and determining what excellent, good, fair, and poor responses looked like? Whether we have in mind standardized or teacher constructed tests, the preceding queries will raise even more questions for us to explore. Whatever our opinions of assessment may be, we can rest assured that tests are unlikely to disappear at any time in the near future because they certainly do serve many useful purposes. Whether they are summative, formative, or diagnostic, they provide us with a mass of data to use for a variety of purposes. Another point we should consider is who is the audience for the results? The School Board, the administration, the state and federal government, individual teachers, parents, the local paper, or the students? What would each gain from knowing the results? What are the results generally used for? Frequently, the results of standardized tests are used to determine the quality of schools, districts, and teachers for the purpose of making decisions about programs, funding and even hiring and firing. Research shows us that students are the clients who benefit most from knowing their individual test results. If they know immediately where they need to improve, they can be more selective and focused with their studying and request assistance for specific areas of confusion. The preceding and many additional points will be examined in this video and facilitator's guide on Formative Assessment. We hope you will discover through your own reflection on the material, some keys to effective teaching and learning in the course of your journey through this initial study of formative assessment entitled "Measuring Up"--Introduction, Facilitator's manual.

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


<http://www.worldcat.org/oclc/826647978>
library:oclcnum"826647978"
library:placeOfPublication
library:placeOfPublication
rdf:typeschema:MediaObject
rdf:typeschema:Movie
rdf:typebgn:DVD
rdf:valueUnknown value: cig
schema:about
schema:about
schema:about
schema:about
schema:alternateName"Guide to formative assessment"
schema:contributor
schema:contributor
schema:contributor
<http://viaf.org/viaf/137565381>
rdf:typeschema:Organization
schema:name"Technology and Innovation in Education (Project)"
schema:datePublished"2010"
schema:description""I've always thought of a test as a chance to learn what my classes have acquired over a short passage of time and to determine whether or not my teaching was actually of some benefit to them. I concluded that tests do actually reflect effective teaching as well as proficient levels of learning. Tests can also help shed some light onto my future planning, what did I not teach well that I should reteach, perhaps approaching the subject matter from a different angle? Was I teaching in ways from which my students were unable to learn? We each have different learning styles, after all. How would they learn better if I adapted my methods? How should I score the tests? Have I taken the time to develop some kind of rubric to share with students, showing them what they needed to know and determining what excellent, good, fair, and poor responses looked like? Whether we have in mind standardized or teacher constructed tests, the preceding queries will raise even more questions for us to explore. Whatever our opinions of assessment may be, we can rest assured that tests are unlikely to disappear at any time in the near future because they certainly do serve many useful purposes. Whether they are summative, formative, or diagnostic, they provide us with a mass of data to use for a variety of purposes. Another point we should consider is who is the audience for the results? The School Board, the administration, the state and federal government, individual teachers, parents, the local paper, or the students? What would each gain from knowing the results? What are the results generally used for? Frequently, the results of standardized tests are used to determine the quality of schools, districts, and teachers for the purpose of making decisions about programs, funding and even hiring and firing. Research shows us that students are the clients who benefit most from knowing their individual test results. If they know immediately where they need to improve, they can be more selective and focused with their studying and request assistance for specific areas of confusion. The preceding and many additional points will be examined in this video and facilitator's guide on Formative Assessment. We hope you will discover through your own reflection on the material, some keys to effective teaching and learning in the course of your journey through this initial study of formative assessment entitled "Measuring Up"--Introduction, Facilitator's manual."
schema:exampleOfWork<http://worldcat.org/entity/work/id/1206156266>
schema:genre"Internet videos"
schema:genre"Nonfiction films"
schema:genre"Instructional films"
schema:genre"Short films"
schema:inLanguage"en"
schema:name"Measuring up a guide to formative assessment"
schema:publication
schema:publisher
schema:url<http://library.tamiu.edu:2048/login?url=http://Library.tamiu.edu/media/video/MeasuringUp/>
wdrs:describedby

Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.