Create assessments that meet state standards and target students’ learning needs!
In this revised edition of her bestseller, Kay Burke provides a wide range of easy-to-implement alternative assessments that address today’s accountability requirements. Designed for use across all content areas, these formative assessments are rooted in the language of state standards and emphasize differentiating instruction to meet students’ diverse learning needs. Updated research and examples help K–12 teachers:
- Build Response to Intervention checklists for struggling students
- Develop unit plans using differentiated learning and assessment strategies
- Create portfolios that emphasize metacognition
- Design performance tasks that motivate and engage students
- Construct rubrics that describe indicators of quality work
- Create tests that focus on higher-order thinking skills
|Edition description:||Fifth Edition|
|Product dimensions:||8.40(w) x 10.90(h) x 0.70(d)|
About the Author
Kay Burkehas served as an award-winning classroom teacher and a school administrator, university instructor, and international professional developer. She works with Kay Burke & Associates, LLC, to provide workshops for teachers and administrators in standards-based learning, performance assessment, classroom management, mentoring, and portfolio development. For the past 18 years, Burke has presented at state and national conferences such as ASCD, NSDC, NAESP, NASSP, NMSA, and IRA as well as international conferences in Canada and Australia. She is the author of 10 professional development books and coauthor of a college textbook on assessment. Corwin Press published Burke's best-selling From Standards to Rubrics in Six Steps: Tools for Assessing Student Learning, K–8 (2006), a 2007 finalist for the Distinguished Achievement Award for Excellence in Educational Publishing presented by the Association of Educational Publishers. Other books published by Corwin Press include How to Assess Authentic Learning, Fourth Edition (2005) and What to Do With the Kid Who: Developing Cooperation, Self-Discipline and Responsibility in the Classroom (Third Edition).
Table of Contents
AcknowledgmentsAbout the AuthorIntroduction Standardized Tests and Classroom Assessments Assessment Literacy Accountability Grading Traditional Cognitive Science Assessment and Evaluation Definitions of Performance Assessment Portfolios Balanced Assessment And Now...the Tools!1. Student Learning Standards What Are Learning Standards and Benchmarks? What Is the Standards Movement? How Did the Standards Movement Begin? What Are Preformance Standards? Why Do We Need Standards? How Can We Use Standards? Final Thoughts2. Differentiated Learning What Is Differentiated Learning? What Are the Multiple Intelligences? Why Should We Use Differentiation? How Should We Use the Multiple intelligences? Final Thoughts3. Student Portfolios What is a Portfolio? Why Should We Use Portfolios? How Can We Implement Portfolios? Final Thoughts4. Performance Tasks and Rubrics What Are Performance Tasks? Why Should We Use Performance Tasks? How Should We Create Performance Tasks? How Should We Assess Performance Tasks? Final Thoughts5. Checklists and Rubrics What Are Checklists? Why Should We Use Checklists? How Should We Use Checklists? What Are Rubrics? How Should We Use Rubrics? How Can Rubrics Be Used? What is the Checklist-Rubrics Connection? How Do We Create Assessments? Final Thoughts6. Metacognition What Is Metacognitive Reflection? Why Should We Use Megacognitive Reflection? How Should We Use Megacognitive Reflection? What Are Learning Logs and Journals? Why Should We Use Learning Logs and Journals? How Should We Use Learning Logs and Journals? How Should We Assess Learning Logs and Journals?? Finals Thoughts7. Graphic Organizers What Are Graphic Organizers? Why Should We Use Graphic Organizers? How Should Graphic Organizers Be Used For Assessment? Final Thoughts8. Teacher-Made Tests What Are Teacher-Made Tests? Why Do We Need Teacher-Made Tests? How Can We Design Better Teacher-Made Tests? Final Thoughts9. Interviews and Conferences What Are Interviews and Conferences? Why Should We Use Interviews and Conferences? How Should We Assess Interviews and Conferences? Final ThoughtsConclusionResources: Performance Task Units Resource A: Investigating Rocks, Minerals, and Soils in Third-Grade Science Resource B: A Middle School Economics Performance Task Resource C: Using Algebra to Plan a Garden Party Resource D: Foreign Language Performance Task for Middle and High School Resource E: Thinking About Themes Through texts and Tasks in Literature, Grades 9-12ReferencesIndex