By Phyllis Jones, Judy Carr
Irrespective of what percentage instances you weigh a pig, all you study is how a lot it weighs. with a purpose to study anything else, you wish a unique evaluation. This brilliant ebook explains how well-constructed exams supply information that's necessary to the improvement of studying possibilities for all scholars. The textual content contains contributions from academics and instructor educators, lecture room vignettes, and replacement techniques which were confirmed beneficial in assessing the desires of a variety of scholars.
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Extra resources for A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work
4). Through implementation of student portfolios from the beginning of the school term as a part of the daily routine, students become an active participant in choosing documentation that supports their educational gains. 3. indd Sec1:37 11/10/2006 10:02:41 AM 38 Practical Applications portfolios that will help to ensure that assessment is embedded in classroom practice; and • Employ portfolios in three ways: for assessment and evaluation, for student self-ref lection, and for representation of progress.
In another scenario, the teacher welcomes diversity and is likely to change practice continually. The student is seen as a valuable member of the classroom and varied assessment practices are sought to improve teaching and learning. Through the relationships that have developed in the two scenarios, the impetus to change assessment practice is very different. The importance of teachers’ views of the students is reiterated in the work of McMillan and Nash (2000), who indicate how a variety of factors, including benevolent feeling toward students, inf luence how teachers use assessments to modify their teaching practices ref lectively.
Does the student frequently make errors with grammar and stick to simple sentence patterns? Linguistic differences can adversely affect a written assessment, as students who are culturally diverse learners will have to translate back and forth in their mind from English to their native language or vice versa. ” In order to comprehend what he or she reads, the child will also have to rearrange the sentence according to Spanish word order and adjust its inf lectional ending according to its number, gender, or position in the sentence.
A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work by Phyllis Jones, Judy Carr