Get A Pig Don't Get Fatter the More You Weigh It: Classroom PDF
By Phyllis Jones, Judy Carr
Irrespective of what percentage occasions you weigh a pig, all you examine is how a lot it weighs. so as to research anything else, you wish a special evaluate. This brilliant e-book explains how well-constructed tests offer facts that's necessary to the improvement of studying possibilities for all scholars. The textual content contains contributions from lecturers and instructor educators, lecture room vignettes, and replacement techniques which have been confirmed important in assessing the wishes of a variety of scholars.
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Additional resources for A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work
1. indd Sec1:15 √ Success without adult prompt > Success with adult prompt X Continue instruction 11/10/2006 10:02:37 AM 16 Contemporary Issues in Classroom Assessment Knowledge of the Student In classrooms that celebrate diversity, students are allowed to learn differently, and as demonstrated in the vignette at the beginning of this chapter, students bring varied levels of knowledge and experience to the learning. The different ways that students learn must inf luence the assessment practices employed in classrooms.
If Mr. Fitzgerald is teaching the class about fractions, he should have a visual depiction of a fraction in the classroom. On this visual, the vocabulary terms numerator and denominator should be clearly identified. This will provide Juan with the proper vocabulary for the lesson. Another good practice is to determine whether the students have appropriate syntactical knowledge to express themselves and understand others in class discussion. Many teachers put students who are CLD learners on the spot by asking them questions in front of their classmates.
Finally, it is imperative that the teacher identifies whether the students who are CLD have sufficient linguistic knowledge to accomplish assignments and read the textbooks independently. Many such assessments become a measure of a student’s linguistic ability rather than a measure of content knowledge or skill (Ascher, 1990). Therefore, a teacher should build background knowledge by providing visuals, graphic organizers, and vocabulary lists (Haynes & O’Loughlin, 1999a). Content area teachers should pay attention not only to students’ reading but also to all areas of language reception and use (Haynes & O’Loughlin, 1999a, 1999b).
A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work by Phyllis Jones, Judy Carr