“There is now compelling research that assessment can be used to improve both student learning and professional practice. Nancy Sindelar provides practical examples of how teachers, teams, schools, and districts are using assessment to drive continuous improvement.”
–Richard Dufour, Educational Author and Consultant
“This book provides specific strategies to unlock the mystery of data, outlining step-by-step processes on how to use it to impact teaching and create tools to keep students actively involved in their improved learning.”
–Gail Gorry, Principal
Frontier Elementary School, Payson, AZ
Education Talk Radio: 3/7/2011; We Are Teachers: 4/2011
Everything you need to become an assessment-powered teacher is right here!
Knowledge is power, and this book puts assessment data and instruction together in a step-by-step format. Instead of dreading the time testing takes from teaching, you can harness its power to define learning targets, build standards-based assessments, gather and use test data in the classroom, and develop data-driven teaching strategies. Assessment expert Nancy W. Sindelar provides practical tools that help teachers:
Use formative and summative assessment results to enhance instruction; Motivate students by providing clear learning targets; Utilize technology to analyze students' progress; Raise test scores
Included are testimonials from teachers, numerous data analysis examples, rubrics, and a chapter on culturally diverse schools. Designed to be adaptable, this book is a powerful resource for teachers, teacher teams, and all educators dedicated to enhancing student learning.
Chapter 5: Powering Achievement in Culturally Diverse Classrooms
Powering Achievement in Culturally Diverse Classrooms
As teachers, we encounter the different experiences and academic needs of a broad range of students on a daily basis. Our classes are filled with students with a wide range of abilities, who come from different ethnic backgrounds and speak a variety of languages. As a profession, we have embraced diversity and the richness it brings to our classrooms as well as the daily challenges of implementing practices to maximize the achievement of all of our students.
The diversity within our classrooms is increasing, and the achievement gaps among subgroups are becoming a professional, political, and moral issue. In 1972, students of color constituted 22% of the school population; by 2003 this proportion was more ...