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Evidence-based best practices that improve classroom environments and assessment techniques!
If your goal is a smoother-running, participatory classroom and improved student achievement, you'll find essential best practices in this new resource, edited by a renowned education scholar, Robert Slavin.
Dr. Robert Slavin, Professor and Chairman of the Success for All Foundation, has gathered insights and findings from 26 leading education researchers, presented in succinct chapters focused on key aspects of teaching and classroom management practice. Readers will find: Strategies for assessment that address formative approaches, differentiated classrooms, the role of feedback in the assessment process, adaptation for the Common Core, and more; Proven techniques for classroom management, including immediate, positive steps that teachers can take; User-friendly content supported by quick-read charts and graphs
Drawing from the leading international experts in the field of teaching and originally published in the journal Better: Evidence-Based Education, this is a valuable new resource for education leaders at all levels.
Exposing the Imbalance in “Balanced Assessment”
Exposing the Imbalance in “Balanced Assessment”
There are three elements to “balanced assessment,” but W. James Popham argues that only two deserve their place.
It is difficult to attend any sort of assessment-relevant educational conference these days without hearing someone extol the virtues of “balanced assessment.” In the United States, what is typically being described by the proponents of balanced assessment is the application of three distinctive measurement strategies: classroom assessments, interim assessments, and large-scale assessments.
Balanced assessment, as is the case with “balanced” anything, sounds so delightfully defensible. Those who oppose balanced assessment are apt to be the sorts of villains who want “low standards” instead of “high standards” and who applaud “unreliable tests” instead of tests reeking of reliability. ...
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