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More About This Textbook
Overview
In a nutshell, this resource examines how Routine in Formative Assessments, Reflective in Formative Assessments, and Rigorous in Formative Assessments can inform and improve teaching practices and student learning.
Editorial Reviews
Nancy A. Farrell
"Fogarty and Kerns provide far more than theory and rhetoric—they have effectively created a treasure trove of tools and ideas that every teacher can and should be using. This isa wonderful resource for mentors, instructional coaches, administrators, and professional development trainers."Mary Ellen Kotz
"Provides new and veteran educators with clear descriptions of assessment methods and offers a rich array of instructional strategies that can be implemented immediately."Valerie Hastings Gregory
"Promotes the kind of reflective practice that energizes teaching, leading, and learning for all. This book is an important resource for professional learning communities dedicated to 1) assessment of students and their achievement, 2) collaborative teams focused on improved teaching and learning, and 3) continuous improvement."Product Details
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Meet the Author
Robin Fogarty is president of Robin Fogarty and Associates, Ltd., an educational publishing/consulting company. A leading proponent of the thoughtful classroom, she has trained educators throughout the world in curriculum, instruction, and assessment strategies. Fogarty has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, Korea, and the Netherlands. She has published articles in Educational Leadership, Phi Delta Kappan and the Journal of Staff Development. Fogarty has written How to Differentiate Learning (Corwin Press, 2007), Literacy Matters (Corwin Press, 2006), and From Staff Room to Classroom: Planning and Coaching Professional Learning (Corwin Press, 2006). Fogarty received her doctorate in curriculum and human resource development from Loyola University, Chicago.
A third-generation educator with teaching experience from elementary through the university level, in addition to K-12 administrative experience, Gene Kernsserves as vice president of training and certification for Renaissance Learning, Inc. With more than a decade of experience in leading professional development sessions, as well as taking on the role of presenter at national and international conferences, Kerns has knowledge and know-how of the adult learner. In addition, he has the experience to work across the generations with a genuine quality that is laced with anecdotes, humor, and heartfelt passion. Former clients include the New York State Unified Teachers, New Jersey Principals' Association, Illinois Coalition of Essential Schools, and the Ministry of Education of Singapore. Kerns received his bachelor’s and master's degrees from Longwood College in Virginia. He also holds a doctor of education degree from the University of Delaware, with an emphasis in education leadership. Informative Assessment: When It’s Not About a Grade is Kerns' first publication.
Table of Contents
Preface Acknowledgments About the Authors Opening Quote Introduction Part I: Purpose/Goals Part II: "A Suite of Assessments "
Part III: Background/Research Part IV: Overview of the Book and Chapter Format
1. Routine Formative Assessments: All Day, Everyday-Flow Teachings Scene of Scenario (for Reader's Theater Activity)
Define, Describe, and Give Real-World Examples Tools Responders/ "2Know! "
Lap Boards Traffic Light Cards Color-Coded Multiple Choice Cards Tongue Depressors Name Cards Mr. Parnes' Questions Mr. Pete's Questions Techniques Questioning Procedures Pose Question Allow Wait Time Choose a Respondent Using a Random Method Provide Some "Save Face" Option HOT Questions Delving Woven Questions Rhetorical Questions Hands Up Only to Ask a Question Policy Cooperative Learning (Informal)
TTYPA Shoulder Elbow TESA Wait Time Equal Opportunity to Respond Unpacking the Language of Standards/Tests/Instructions Tasks Tips
2. Reflective Informative Assessments: Many Days-Conversations Teachings Scene or Scenario (for Reader's Theater)
Define, Describe, and Give Real-World Examples Tools Agree/Disagree People Search Human Graph Rubrics/Checklists (Criteria in Kid-Friendly Terms)
Journals Little Book of Reflective Tools Step Book Cooperative Learning Roles and Responsibilities Peer Tutors PMI Traffic Light Indicators Student Portfolios Blogs Tear Share Magic Book Mrs. Potters' Questions Ms. Poindexter's Questions Techniques Range Finding Questions (Prior Knowledge)
Hinge Point Questions (During Instruction)
Rubric Development With the Class Use of Benchmark Papers Descriptive Feedback Reflective Questions (Metacognition)
Peer Assessment (Peer Editing)
Cooperative Learning Interactive Conversations Teacher - Student/Student - Teacher Student - Student Student - Self Email Buddies Comments That Reference Criteria, Instead of Grades
"There Are _ Wrong. Find Which Ones. "
Focused Marking (One Aspect of Element)
Grading: Omit Zeros, Omit Averages, Require Students to Do Missing Assignments Tasks Tips
3. Rigorous Informative Assessments: Some Days - Philosophical Shift Teachings Scene or Scenario (for Reader's Theater)
Define, Describe, and Give Real-World Examples Tools Performance Tasks Performance Checklists Performance Rubrics Grading Practices Informative Grading Informative Grade Book Gray Area About Grade Books Standards-Based Grade Books Color-Coded Grade Books Electronic Grade Book Electronic Test Creation Software Techniques HOT Inductive Deductive Performance Based Tests, Test Questions, Test Analysis Ungraded Practice Test Developing Test Questions Test Questions: Fat/Skinny (or Whale/Minnow) Questions Test and Work Analysis: Examining Student Work Summative Assessment as Informative Assessment Philosophical Shift, Between Formative and Summative Assessments How Can You Use a Summative Assessment in a Formative Manner?
Data Item Analysis Robust Distractors Tasks Application Activity Tips
4. Closure Attribution Theory (Dweck, 2007)
Afterword Tomlinson Summary Points References Index