How to assess authentic learning. 5. ed.

Autor/in	Burke, Kay
Titel	How to assess authentic learning. 5. ed.
Quelle	Thousand Oaks, Calif.: Corwin (2009), IX, 221 S.Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 210-214
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-412-96278-1; 978-1-412-96278-0
Schlagwörter	Evaluation; Tagebuch; Testkonstruktion; Metakognition; Kind; Lehrer; Lernen; Bildungsstandards; Tagebuch; Unterrichtsgespräch; Evaluation; USA; Praxisbezug; Unterrichtsplanung; Testkonstruktion; Leistungsbeurteilung; Individualisierung; Lehrerkonferenz; Metakognition; Unterrichtseinheit; Benchmarking; Lesekompetenz; Kind; Lehrerkonferenz; Lehrer; Leistungsbeurteilung; Schulnote; Schülerleistung; Lernen; Lernschwierigkeit; Individualisierung; Unterrichtsgespräch; Differenzierender Unterricht; Unterrichtsbeispiel; Unterrichtseinheit; Unterrichtsplanung; Lesekompetenz; Benchmarking; Portfolio; Praxisbezug; USA
Abstract	For many years, assessment was relegated to a secondary role in the educational process. But the increased emphasis on high-stakes testing, effective assessment has emerged as one of the major factors in raising student achievement. In this book, ... the author provides a wide range of updated easy-to-implement alternative assessments that address today's accountability requirements and focus on improving learning. Designed for use across all content areas, these formative assessments are rooted in the language of state standards and emphasize differentiating instruction to meet students' individual learning needs. Revised throughout with current research, this new edition helps K-12 teachers: 1. Build response to intervention checklists for struggling students; 2. Develop unit plans using differentiated learning and assessment strategies'; 3. Create portfolios that emphasize metacognition; 4. Design performance tasks that motivate and engage students; 5. Construct rubrics that describe indicators of quality work; 6. Create tests that focus on higher-order thinking skills. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/1