Summary
Contents
Subject index
“A rare opportunity for the new generation of educators to learn alongside a well-known and experienced educator to integrate all learning styles into assessments. Principals should consider this for faculty book studies. The presented techniques will, no doubt, raise standardized test scores while teachers continue to present real curriculum.”
—Janette Bowen, Sixth-Grade Teacher
Junction City Middle School, KS
Give all students an equal chance to perform well on your classroom tests and assessments!
In today's diverse classrooms, students of different socioeconomic, linguistic, and cultural backgrounds and ability levels share a common learning environment. To meet each student's unique strengths and needs, educators need flexible testing and assessment strategies that fulfill the requirements for standardized assessment and accountability in ways that don't put students at a disadvantage because of their differences.
Classroom Testing and Assessment for ALL Students helps both general and special education teachers meet and move beyond the challenges of NCLB and IDEA by using teacher-made tests, appropriate testing accommodations, technology-based testing, and classroom-based assessments that support the teaching and learning process so all students have the opportunity to succeed. The book offers ways for teachers to better differentiate their testing and assessment strategies through:
Classroom and school-based examples in each chapter; Bulleted information outlining hands-on, research-based strategies for teacher implementation; Forms, reproducibles, stories, vignettes, reflection questions, and checklists that guide educators in applying and tailoring the strategies to their classrooms and students; Tips on using technology to help all students perform better
Teachers know their students best. This resource allows teachers to design tests and assessments to accommodate the various strengths and needs of all learners in their classroom.
Using Technology-Based Testing
Using Technology-Based Testing
Ms. Randolph, a general educator, and Mr. Smith, a special education teacher, had worked as a cooperative teaching team for several years. Knowing that their students benefited from using technology, they had integrated a wide range of instructional technologies into their classroom to differentiate their instruction. They noticed that their students were particularly excited about using technology and that it helped motivate them to learn and complete their assignments.
However, Ms. Randolph and Mr. Smith were disappointed that many of their students still performed poorly on tests and quizzes. They discussed the possible reasons for the discrepancy between their students' classroom and testing performances and decided that they needed to use technology to make their testing conditions more like their classroom ...
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