http://teachingforlearning.org\/index.php?P=Home Channel Description http://imel.mel.org/mer/SPTUI--Default/images/SPT_Logo_Tiny.gif http://imel.mel.org/mer/SPTUI--Default/images/SPT_Logo_Tiny.gif 96 36 Image Description en-us norriss2@michigan.gov norriss2@michigan.gov Thu, 20 Jun 2013 00:00:00 -0400 Wed, 24 Oct 2012 00:00:00 -0400 http://backend.userland.com/rss092 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=59029 Creating classroom assignments that contain clear targets for students is the starting point for both good formative assessment and good instruction. These assignments must be aligned with state standards and curricular goals and must create a learning destination that students can see clearly and plan for.Good assignments are carefully matched with both the content and the cognitive processes required for learning targets. Content to be learned may include facts, concepts, procedures, or thinking strategies. Cognitive processes required may involve recall, understanding, application, analysis, evaluation, or original creation. If the learning target specifies that a student will be able to use information (e.g., not only understand a weather concept but also use it to predict the weather), then the assignment must call for that.Good assignments are clearly constructed and have clear directions for students. Good assignments communicate. The student should be able to answer the question: "What am I supposed to do?"Good assignments tell students the basis on which their work will be evaluated—that is, good assignments share the criteria for quality work. This helps students understand what they are aiming for, and it enables student self-evaluation along the way.Creating Quality Classroom Assignments is a checklist-style planning tool that will help you apply the qualities of good assignments as you create or select classroom assignments. Read more... Thu, 13 Sep 2012 12:25:35 -0400 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58818 Create and scan Microsoft Tags from this site. Users can edit tags, create categories, view reports on the usage and statistics of each tag. Similar to QR barcodes, Microsoft created their own tag. Download the reader for mobile devices from this site as well. Tue, 13 Mar 2012 10:20:48 -0400 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58659 An Eduptopia video clip regarding over tested and under examined students according to one principal. This gives a good overview of performance based assessment. Mon, 11 Apr 2011 02:43:16 -0400 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58657 The video clip on Edutopia makes an argument for a variety of assessments and especially a presentation assessment which students will have to perform when they enter the work world. Mon, 11 Apr 2011 01:55:30 -0400 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58656 Kathy Schrock's website offers educators a plethora of rubrics to provide them with opportunities to assess students in multiple ways. Mon, 11 Apr 2011 01:33:32 -0400 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58652 Bob Marzano's book is available at his website and can be read on line or purchased by an individual. He suggests it be used as a book study at a school or by a department. The book provides many strategies to support assessment. Mon, 11 Apr 2011 00:58:27 -0400 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58643 THe article provides a definition of Formal and informal assessments with students with a learning disability in mind. This is a basic article that provides educators with information on formal and informal assessments. Sun, 10 Apr 2011 23:29:16 -0400 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58641 The Educational Leadership article discusses summative and formative assessments. All content area teachers can use the seven assessment strategies provided Sun, 10 Apr 2011 23:13:09 -0400 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58622 THe podcast on designing high stakes group projects provides how to assess the project while giving each team member a grade for their teamwork, but the team is also given a grade for the project. The podcast shares strategies fork monitoring the teamwork as the project evolves. Sun, 10 Apr 2011 19:29:45 -0400 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58279 W. James Popham is a testing expert who presents a Framework for Formative Assessment. He presents levels of formative assessment that include adjustments in instruction, student learning and classroom climate. He also dedicates a chapter to the limitations of formative assessment. Sun, 27 Mar 2011 22:21:47 -0400 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58016 In his new book, Conferring, Patrick Allen writes with passion and conviction about the importance of reading conferences to the success of reader's workshop, and calls on years of experience honing his conferring skills in the classroom to guide teachers toward more purposeful conferences that inform instruction. Wed, 31 Dec 1969 19:00:00 -0500 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58413 This site covers many strategies to support multiple intelligences in your classroom. Wed, 31 Dec 1969 19:00:00 -0500 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58496 This brief is intended to enhance the knowledge and build the capacity of state, district, and school personnel to implement effective formative assessment practice. It defines formative assessment, examines the research, and outlines the components needed to develop a high-quality, research-based formative assessment plan in a state, district, or school. Wed, 31 Dec 1969 19:00:00 -0500 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58472 Formative assessment and instructional scaffolding are essentially the same thing. Formative assessment uses insights about a learner's current understandings to alter the course of instruction and thus support the development of greater competence. Scaffolding refers to supports that teachers provide the learner during problem solving—in the form of reminders, hints, and encouragement—to ensure successful completion of a task. Four strategies illustrate the strong connection between formative assessment and research on learning: eliciting prior knowledge, providing effective feedback, teaching for transfer of knowledge, and encouraging student self-assessment. Wed, 31 Dec 1969 19:00:00 -0500 http://teachingforlearning.org\/index.php?P=FullRecord&ResourceId=58473 Assessments created collaboratively by teams of teachers who teach the same course or grade level represent a powerful tool in effective assessment in professional learning communities. To be effective, these assessments must meet four conditions: clear learning targets, a commitment to standards-based instruction, high-quality assessment, and effective communication. Wed, 31 Dec 1969 19:00:00 -0500