Assessing Middle and High School Social Studies & English

Differentiating Formative Assessment
1. Auflage 2010
ISBN: 978-1-59667-153-9
Verlag: Taylor & Francis

Buch, Englisch, 144 Seiten, Format (B × H): 210 mm x 280 mm, Gewicht: 430 g

For middle and high school teachers 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.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Spencer-Waterman, Sheryn

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Empirische Sozialforschung, Statistik

Inhaltsverzeichnis

Chapter 1 Differentiating Formative Assessment; Chapter 2 Mastery-Based Differentiated Formative Assessments; Chapter 3 Understanding-Based Differentiated Formative Assessments; Chapter 4 Self-Expressive-Based Differentiated Formative Assessments; Chapter 5 Interpersonal-Based Differentiated Formative Assessments; Chapter 6 Four Style Differentiated Formative Assessments;

Über Autor(innen)

Sheryn Spencer Waterman is an educational consultant and instructional coach who specializes in curriculum design, differentiation, assessment, literacy, and mentoring. Her many accomplishments include “Teacher of the Year” in two schools, National Board Certification (renewed 2007), and Founding Fellow for the Teacher’s Network Leadership Institute. She came to the field of education after a career as a psychotherapist and consultant. She has contributed to many local, state, regional, and national projects to promote quality teaching, and she is working on a doctorate in teacher education at the University of North Carolina at Greensboro.