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Measuring up : a guide to formative assessment

著者: Josephine Hartmann; Kris Downs; Technology and Innovation in Education (Project)
出版: Rapid City, SD : Technology and Innovation in Education, 2010.
エディション/フォーマット:   DVD : Clipart/images/graphics   コンピューターファイル : Englishすべてのエディションとフォーマットを見る
データベース:WorldCat
概要:
"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  続きを読む
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ジャンル/形式: Nonfiction films
Short films
Instructional films
Internet videos
資料の種類: Clipart/images/graphics, インターネット資料, Videorecording
ドキュメントの種類: インターネットリソース, コンピューターファイル, 視覚資料
すべての著者/寄与者: Josephine Hartmann; Kris Downs; Technology and Innovation in Education (Project)
OCLC No.: 826647978
注記: Streaming video file.
Facilitator's manual has copyright 2009.
著作権: Video production, Ryan Phillips, Julia Monczunski ; manual design and production, Megan Merscheim ; author and researcher, Josephine Hartmann.
パフォーマー Narrator, Kris Downs.
物理形態: 1 video file (ca. 40 min.) : sd., col.
詳細: Mode of access: Internet.
その他のタイトル: Guide to formative assessment
責任者: produced by Technology and Innovation in Education, Media Services.
その他の情報:

概要:

"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.

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