04511nam 2200553 a 450 991048051570332120170821191646.01-4522-3582-11-4833-5058-41-4522-2442-0(CKB)2550000001198286(EBL)1051616(SSID)ssj0001107915(PQKBManifestationID)11610887(PQKBTitleCode)TC0001107915(PQKBWorkID)11086075(PQKB)11523294(MiAaPQ)EBC1051616(OCoLC)865545026(StDuBDS)EDZ0000174313(EXLCZ)99255000000119828620131121d2011 fy 0engur|n|---|||||txtccrAssessment powered teaching[electronic resource] /Nancy W. SindelarThousand Oaks, Calif. Corwinc20111 online resource (161 p.)Description based upon print version of record.1-4129-9208-7 Includes bibliographical references and index.1. Using the power of assessment. Step One: Become familiar with student assessment data and learn to use it to enhance your teaching -- Step two: Develop an efficient system for collecting meaningful student test data -- Step three: Learn how to use student test data as an individual teacher, a team member, and as part of a schoolwide initiative -- Chapter one rubric: Using the power of assessment -- Reflections -- 2. Creating a data-driven instructional system. Step one: Define your learning targets -- Step two: Begin building your standards-based assessments -- Step three: Align your curriculum with learning targets and assessments -- A word about curriculum mapping -- Chapter two rubric: Creating a data-driven instructional system -- Reflections -- 3. Making data-driven decisions in the classroom. Using formative assessment data to immediately inform teaching -- Using formative assessment data to inform teaching over time -- Benchmark assessments -- Test reports -- Rubric-graded assessments : Using rubric-graded formative assessment data to immediately inform teaching ; Using rubric-graded formative assessment data to inform teaching over time ; Rubric-graded benchmark assessments -- Chapter three rubric: Making data-driven decisions in the classroom -- Reflections --4. Empowering students with the results of their learning. Step one: Eliminate "mystery teaching" by providing students with clear and consistent standards-based learning targets and assessments -- Step two: Give students specific feedback regarding their progress toward learning targets in a timely and caring manner and in a format that is understandable to them -- Step three: Give students opportunities to self-assess and improve their work -- Step four: Provide interventions to help students reach learning targets in a timely manner -- Chapter four rubric: Empowering students with the results of their learning -- Reflections -- 5. Powering achievement in culturally diverse classrooms. Step one: Become a "cultural broker" -- Step two: Analyze the needs of subgroups through the use of disaggregated test data -- Step three: Address the needs of subgroups by more accurately measuring what students know rather than their ability to communicate their knowledge in standard English -- Chapter five rubric: Powering achievement in culturally diverse classrooms -- Reflections -- 6. Harnessing the power of collective wisdom. Data-driven changes in curriculum and instruction -- Data-driven staff development initiatives -- Data-driven student interventions -- Making the most of team time -- Chapter six rubric: Harnessing the power of collective wisdom -- Reflections.This text allows readers to become power teachers by using tests effectively to define learning targets, build standards-based assessments, and develop data-driven teaching strategies for enhanced student achievement.Educational tests and measurementsUnited StatesEffective teachingUnited StatesElectronic books.Educational tests and measurementsEffective teaching371.26Sindelar Nancy W.1944-968874StDuBDSStDuBDSBOOK9910480515703321Assessment powered teaching2463621UNINA