Assessing Middle and High School Social Studies & English: Differentiating Formative Assessment

Autor/in	Waterman, Sheryn Spencer
Titel	Assessing Middle and High School Social Studies & English: Differentiating Formative Assessment
Quelle	(2010), (133 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5966-7153-9
Schlagwörter	Leitfaden; Unterricht; Lehrer; Educational Strategies; Student Evaluation; Formative Evaluation; Secondary School Teachers; Social Studies; English Instruction; English Teachers; Problem Solving; Decision Making; Middle School Students; High School Students; Middle School Teachers; Educational Assessment; Lesson Plans; Individualized Instruction; Learning Theories; Problem Based Learning; Mastery Learning; Evaluation Methods; Direct Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Lehrstrategie; Schulnote; Studentische Bewertung; Gemeinschaftskunde; English langauage lessons; Englischunterricht; English language lessons; Lehrer; Problemlösen; Decision-making; Entscheidungsfindung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Education; assessment; Bewertungssystem; Lesson planning; Unterrichtsplanung; Individualisierender Unterricht; Learning theory; Lerntheorie; Problem-based learning; Problemorientiertes Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	For middle and high school teachers of social studies and English, this book is filled with examples of instructional strategies that address students' readiness levels, interests, and learning preferences. It shows teachers how to formatively assess their students by addressing differentiated learning targets. Included are detailed examples of differentiated formative assessment schedules plus tips on how to collaborate with others to improve assessment processes. Teachers will learn how to adjust instruction for the whole class, for small groups, and for individuals. They will also uncover step-by-step procedures for creating their own lessons infused with opportunities to formatively assess students who participate in differentiated learning activities. Contents include: (1) Differentiating Formative Assessment; (2) Mastery-Based Differentiated Formative Assessments; (3) Understanding-Based Differentiated Formative Assessments; (4) Self-Expressive-Based Differentiated Formative Assessments; (5) Interpersonal-Based Differentiated Formative Assessments; and (6) Four Style Differentiated Formative Assessments. (Contains references.) (ERIC).
Anmerkungen	Eye on Education. 6 Depot Way West Suite 106, Larchmont, NY 10538. Tel: 888-299-5350; Fax: 914-833-0761; e-mail: service@eyeoneducation.com; Web site: http://www.eyeoneducation.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10