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