By Phyllis Jones, Judy Carr
Irrespective of what number instances you weigh a pig, all you research is how a lot it weighs. with a purpose to research whatever else, you wish a distinct 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 comprises contributions from lecturers and instructor educators, school room vignettes, and replacement methods which were confirmed necessary in assessing the desires of a variety of scholars.
Read or Download A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work PDF
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Additional resources for A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work
Musical/rhythmic dimension: Here Miss Adams plays a particular piece of music each time they practice “X” making and when she assesses them. Interpersonal dimension: Miss Adams allows students to work with partners or in small groups to practice “X” making, but she collects individual information on each of her students. Intrapersonal dimension: Miss Adams encourages her students to ref lect on their ability to make “X’s” and mediates their appreciation of what they need to work on to improve. She ultimately assesses their “X”-making performance.
Another nonverbal assessment is using pictures or illustrations. For example, if Juan is learning about photosynthesis, he can illustrate the process rather than explain it verbally. The Role of Cognition Cognition largely relies on our language capability. Teachers such as Mr. Fitzgerald are not consciously aware that each CLD student’s language capability in learning varies greatly depending on how language and cognitive experiences interact in the child’s past learning. In some areas, such as everyday conversation, these students can more rapidly respond and process the information because the vocabulary is simpler and more repetitive.
The room has learning centers offering a variety of materials and experiences. An underwater scene, designed and painted by the students, is superimposed on the windows. Six tables are arranged in communities of four houses with ships’ masts made from 6'' cardboard tubing. Each mast is mounted with rigging, and a flag representing each community’s name hangs above the sail. Student stories, chosen as exemplars through a peer review assessment process, line the cupboards, bulletin boards, and walls, demonstrating students’ newfound knowledge of ocean life and the elements of the writing process.