LEADER 00880cam0 22003131i 450 001 990007356340403321 005 20200415082931.0 010 $a0-19-521124-3 035 $a000735634 035 $aFED01000735634 035 $a(Aleph)000735634FED01 035 $a000735634 100 $a20021021d2000----kmuy0itay50------ba 101 0 $aeng 102 $aUS 105 $aa-------001yy 200 1 $aWorld development report 1999/2000$eentering the 21st century 210 $aNew York$cOxford University Press$d2000 215 $aIX, 300 p.$cill.$d27 cm 300 $aPublished for the World bank 610 0 $aSviluppo economico$aSaggi 710 02$aWorld Bank$0119281 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007356340403321 952 $aXV Z 4$b325$fDTE 959 $aDTE 996 $aWorld development report 1999$91737933 997 $aUNINA LEADER 04258oam 2200469 450 001 9910816530503321 005 20170523091603.0 010 $a1-4522-3582-1 010 $a1-4833-5058-4 010 $a1-4522-2442-0 035 $a(OCoLC)865545026 035 $a(MiFhGG)GVRL6RIQ 035 $a(EXLCZ)992550000001198286 100 $a20100809d2011 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aAssessment powered teaching /$fNancy W. Sindelar 210 $aThousand Oaks, Calif. $cCorwin$dc2011 210 1$aThousand Oaks, Calif. :$cCorwin,$d2011. 215 $a1 online resource (xv, 138 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 $a1-4129-9208-7 320 $aIncludes bibliographical references and index. 327 $a1. 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 -- 327 $a4. 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. 330 8 $aThis 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. 606 $aEducational tests and measurements$zUnited States 606 $aEffective teaching$zUnited States 615 0$aEducational tests and measurements 615 0$aEffective teaching 676 $a371.39 700 $aSindelar$b Nancy W.$f1944-$01597431 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910816530503321 996 $aAssessment powered teaching$93919177 997 $aUNINA