Using Differentiated Classroom Assessment to Enhance Student Learning Student Assessment for Educators Series
Auteurs : Moon Tonya R., Brighton Catherine M., Tomlinson Carol A.
Using Differentiated Classroom Assessment to Enhance Student Learning introduces pre- and in-service teachers to the foundations, data use, and best practices of the DCA framework. As differentiated instruction practices increasingly enable K-12 educators to individualize learning in their classrooms, it is important that this framework be extended to assessment as well. This concise yet comprehensive book explains the science and rationale behind DCA as well as principles and strategies for both formative and summative assessments. Replete with vignettes, sample outputs, and recommendations, this is a lively and much-needed guide to understanding, enacting, and analyzing grouped and individualized assessments.
About the Authors
1. Why Differentiated Classroom Assessment? Why Now?
2. The Science behind Differentiated Classroom Assessment
3. Differentiated Formative Assessment
4. Planning for and Using Data from Differentiated Performance Assessments
5. Bringing Differentiated Assessment Data Use Full Circle: The Role of Teacher as Action Researcher
Tonya R. Moon is Professor of Curriculum, Instruction, and Special Education in the Curry School of Education at the University of Virginia, USA.
Catherine M. Brighton is Associate Dean of Academic Programs and Student Affairs and Professor of Curriculum, Instruction, and Special Education in the Curry School of Education at the University of Virginia, USA.
Carol A. Tomlinson is former Department Chair and William Clay Parrish, Jr. Professor Emeritus of Leadership, Foundations, and Policy in the Curry School of Education at the University of Virginia, USA.
Date de parution : 06-2020
12.9x19.8 cm
Date de parution : 05-2020
12.9x19.8 cm
Thèmes d’Using Differentiated Classroom Assessment to Enhance... :
Mots-clés :
Learning Cycle; Student’s Extrinsic Motivation; Using Differentiated Classroom Assessment to Enhance Student Learning; Developing Student Agency; Tonya R; Moon; Supports Teacher Reflection; Catherine M; Brighton; Performance Assessment; Carol A; Tomlinson; ESSA; Student Assessment for Educators; Targeted Learning Goals; James H; McMillan; Common Formative Assessment; differentiated classroom assessment; Exit Tickets; DCA; Classroom Performance Assessments; differentiated instruction; Differentiated Assessment; assessment; Summative Assessments; formative assessment; Growth Mindset; summative assessment; Grade Level Peers; classroom management; Non-academic Factors; data; Social Classroom Environment; Learning Goal Orientation; evaluation; Student’s True Score; individualized learning; Learning Diminishes; classroom assessment; Laundry Day; individualized assessments; Complementary Addition; student learning; K-12 educators; Identified Learning Goals; DCA framework; Support Instructional Differentiation
