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.

Upgrading High-Stakes Assessments

Upgrading high-stakes assessments

Albert Oosterhof describes current research into the effectiveness of a new assessment strategy.

High-stakes assessments have existed for many years; for instance, the ordinance that created the Regents Examinations in New York State was passed in 1864. The use of high-stakes assessments has become widespread in recent years, and in the United States their prevalence increased with passage of the No Child Left Behind Act of 2001 (NCLB). As the term high stakes suggests, students' performance on these assessments can result in significant actions directed at students, teachers, and/or schools.

Information derived from high-stakes assessments is used summatively, not formatively. Because of the large number of students involved, the assessments must be highly efficient with regard to administration and scoring. This constrains ...

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