| |
| |
| 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 | |