Purposeful Assessment Practices for Co-Teachers

Autor/inn/en	Conderman, Greg; Hedin, Laura
Titel	Purposeful Assessment Practices for Co-Teachers
Quelle	In: TEACHING Exceptional Children, 44 (2012) 4, S.18-27 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Disabilities; Educational Practices; Outcomes of Education; Response to Intervention; Testing Accommodations; Accessibility (for Disabled); Alternative Assessment; Evaluation Methods; Student Evaluation; Team Teaching; Teamwork; Educational Assessment; Learner Engagement; Teacher Collaboration; Cooperative Planning; Progress Monitoring + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bildungspraxis; Lernleistung; Schulerfolg; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Schulnote; Studentische Bewertung; Teamteaching; Education; assessment; Bewertungssystem; Lehrerkooperation
Abstract	Co-teaching has recently gained popularity and attention as a viable service delivery option for students with disabilities and other special needs. Although co-teaching includes the three components of co-planning, co-instructing, and co-assessing, the professional literature has primarily focused on co-planning and co-instructing. Co-assessment, however, allows teachers to collaborate by differentiating instruction based on students' present levels of performance and monitoring progress as required in Response-to-Intervention systems. These positive outcomes occur when co-teachers share assessment responsibilities before, during, and after instruction. In this article, we describe a variety of assessments and highlight ways that co-teachers can differentiate learning and assessment outcomes. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10