Literaturnachweis - Detailanzeige
| Autor/inn/en | Cruz, Heather L.; Zambo, Debby |
|---|---|
| Titel | Student Data Portfolios Give Students the Power to See Their Own Learning |
| Quelle | In: Middle School Journal (J3), 44 (2013) 5, S.40-47 (8 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0094-0771 |
| Schlagwörter | Portfolio Assessment; Teacher Effectiveness; State Standards; Academic Standards; Progress Monitoring; Student Needs; Academic Achievement; Accountability; Student Evaluation; Middle School Students; Goal Orientation; Program Effectiveness; Data; Student Attitudes; Student Motivation Portfoliobeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Verantwortung; Schulnote; Studentische Bewertung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Zielorientierung; Zielvorstellung; Daten; Schülerverhalten; Schulische Motivation |
| Abstract | Every day in classrooms across the country teachers are using district, state, and federal standards and assessments to prove their effectiveness, monitor students' progress, and understand students' strengths and needs. Jobs depend on student achievement, and in today's age of accountability, assessment scores define what students have learned (Kincheloe, 2008; Nichols & Berliner, 2008). Use of assessment data has become a part of school culture in the United States and, when used properly, assessments can provide valuable information (Stiggins & Chappuis, 2005). Yet, even though students in the middle grades are assessed early and often, many do not understand why they are being measured or what useful information assessments provide. They think data are only important when they take a test, get a report card, or when standardized test scores are released. Students, who tend to not be assessment savvy, may not see learning as a process or understand where they are in that process, and many may fail to set learning goals for themselves (Dweck, 2007; Dweck & Leggett, 1988; Popham, 2008; Stipek, 2002). However, students can be taught about assessments and take control of their own learning. In response to this, two administrators and a group of middle grades teachers developed student data portfolios (SDPs). This manuscript explains SDPs, the rationale behind them, how they were conceived, how they are being used, and evidence of their effectiveness from the perspective of the students. (Contains 3 figures.) (ERIC). |
| 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 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
