Differentiated Assessment Strategies One Tool Doesn't Fit All

ISBN-10: 1412996643
ISBN-13: 9781412996648
Edition: 2nd 2012
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Book details

List price: $36.95
Edition: 2nd
Copyright year: 2012
Publisher: Corwin Press
Publication date: 11/15/2011
Binding: Paperback
Pages: 216
Size: 7.00" wide x 10.00" long x 0.50" tall
Weight: 1.232
Language: English

Rita King hasnbsp;more thannbsp;20 years of teacher training experience and administrative experience as principal and director of Middle Tennessee State University's teacher training program in the laboratory school. Most recently, she was an adjunct professor in the Department of Educational Leadership at the university. She now consults internationally in the areas of multiple intelligences, practical applications of brain-based research, differentiated learning, reading and writing strategies, mathematics instruction, creating effective learning environments, and strategies for test success. She is the coauthor of Differentiated Instructional Strategies for Reading in the Content Areas, Differentiated Instructional Strategies for Writing in the Content Areas, and Differentiated Assessment Strategies: One Tool Doesn't Fit All.

Carolyn Chapman is an international educational consultant, author, and teacher who has taught in kindergarten to college classrooms. Her interactive, hands-on professional development training sessions challenge educators to use strategies that ensure success for learners of all ages. Chapman has written many books about differentiated instruction, multiple intelligences, multiple assessments, and the brain-compatible classroom. She is coauthor with Gayle Gregory of the landmark Corwin Press book Differentiated Instructional Strategies: One Size Doesn't Fit All.

Preface
Acknowledgments
About the Authors
One Tool Doesn't Fit All: Introduction
What Is Differentiated Assessment?
Analyzing Your View of Differentiated Assessment
Building the Toolbox to "Zap the Gaps"
Assessment in the Age of Accountability
What Is the Teacher's Role in Differentiated Assessment?
Opening the Toolbox
Processing Information and Memory
Why Students Forget and Why They Remember
Assist the Brain in Memory Processing
Develop Intelligent Behaviors for Assessment
Authentic Assessment
Performance Feedback
Summary
Creating a Climate for Formative Assessment
The Affective Domain and Assessment
Emotions
Emotional Intelligence
Self-Efficacy
Motivation for Assessment
The Physical Environment
Setting Climate Goals
Summary
Knowing the Learner
Information Gathering
Gardner's Multiple Intelligence Theory
Exploring Goleman and Sternberg
Through Animals' Eyes
True Colors Through Objects
Assessing Students' Perceptual Styles
Engaging Learner Views
Performance Level Titles for the Assessed Learner
Summary
Exploring Self-Assessment
What Is Self-Assessment?
What Is Self-Talk?
What Is the Role of Self-Talk in Self-Assessment?
Productive Metacognitive Conditions
Self-Talk for Task Assessment
Teaching Self-Assessment
Self-Checking Techniques for Assessment
Assess On-Task Behaviors
Summary
Formative Assessment Before the Learning
Personalize Instructional Planning
Engaging Students Before the Learning
Summary
Formative Assessment During the Learning
Formative Assessment Tools to Use During the Learning
Summary
Formative Assessment After the Learning
Student Engagement After the Learning
Assessment Tools: After the Learning
Bloom's Taxonomy for Comprehension Assessment
Summary
Differentiating Summative Assessments
How Can Standardized Assessments Be Differentiated?
Create a Positive Testing Environment
Give Effective Directions
Teach Test-Taking Skills
Grading
Summary
Assessment for Differentiated Instruction and Flexible Grouping
Using Technology for Assessment
Assessment Cubing
Choice Boards
Assessment Agendas
Stations, Centers, and Learning Zones for Assessment
Assessment for Flexible Grouping
Evaluating Group Work
Group Discussion: Assessment
Troubleshooting Tools for Group Assessment
Summary
Differentiated Instructional Planning Models
Adjustable Assignment Model
Curriculum Compacting Model
Academic Contract Model
Project-Based Model
Problem-Based Model
Summary
Planning for Differentiated Assessment
Step Up to Formative Assessment Planning
Content, Process, Product, and Learning Disposition Assessment
The Role of Formative Assessment in Curriculum Planning
Essential Questions for Planning
Teaching Assessment Strategies
Effective Differentiated Assessment Practices
Generate Change for Differentiated Formative Assessment
Summary
Bibliography
Index

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