Literaturnachweis - Detailanzeige
| Autor/in | Doubet, Kristina J. |
|---|---|
| Titel | Formative Assessment Jump-Starts a Middle Grades Differentiation Initiative |
| Quelle | In: Middle School Journal (J3), 43 (2012) 3, S.32-38 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0094-0771 |
| Schlagwörter | Formative Evaluation; Data Analysis; Middle Schools; Student Needs; Partnerships in Education; Teacher Collaboration; Teacher Administrator Relationship; Collegiality; Effective Schools Research; Individualized Instruction; Program Descriptions; Inferences; Alignment (Education); Instructional Development; Teamwork |
| Abstract | A rural middle level school had stalled in its third year of a district-wide differentiation initiative. This article describes the way teachers and the leadership team engaged in collaborative practices to put a spotlight on formative assessment. Teachers learned to systematically gather formative assessment data from their students and to use that data to differentiate instruction to meet the needs of their diverse student body. (Contains 7 figures.) (As Provided). |
| Anmerkungen | Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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