By Phyllis Jones, Judy Carr
Regardless of what percentage occasions you weigh a pig, all you examine is how a lot it weighs. for you to research anything else, you wish a special overview. This good publication explains how well-constructed tests offer info that's necessary to the improvement of studying possibilities for all scholars. The textual content contains contributions from lecturers and instructor educators, school room vignettes, and substitute techniques which have been confirmed beneficial in assessing the wishes of quite a lot of scholars.
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Extra info for A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work
When Latosha tries to take the book away, Devlin hits her on the hand at 9:13. m. Devlin is in the housekeeping/dramatic play area where he is pretending to be the father with Kerry and Mariah playing the roles of child and wife. Devlin is ordering Mariah to prepare his breakfast and telling Kerry he must go upstairs and brush his teeth and get ready to go to school. All three are very focused on their roles and seem to be playing intently and cooperatively. There is no disruptive behavior as the three continue to play until 10:15 when the children go to the playground for outside play.
Providing students themselves with the observation schedule offers them opportunities to participate in their own assessment and clarifies the nature of the record keeping that teachers are completing on them. Information collated on the observation schedules can be used for further lesson planning from the perspective of the standards/objectives of the lesson focus or other classroom-management issues. Collecting and analyzing observation records can be time consuming, and their management needs to be carefully structured and paced by the teacher.
Fitzgerald, the math teacher, a couple of times to slow down and explain a simple calculation process, Mr. ” Some teachers spend the whole day with their students but do not really know or see them. Mr. Fitzgerald in the vignette is one of them. Listening-comprehension speed is affected by a number of factors, such as language proficiency, experiences in the past, background knowledge, content of the conversation, or cognitive demands of the task (Chiappe, Siegel, & Gottardo, 2002; Derwing & Munro, 2001; Major, Fitzmaurice, Bunta, & Balasubramanian, 2002).
A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work by Phyllis Jones, Judy Carr