Download Classroom Assessment: Concepts and Applications by Michael K. Russell PDF

By Michael K. Russell

Overview is an everyday, ongoing, quintessential a part of instructing and studying. school room overview: strategies and purposes explores how evaluate is a key element of all facets of the educational method, together with organizing and making a lecture room tradition, making plans classes, providing guideline, and studying how scholars have grown as results of guideline. The textual content additionally introduces pre-service lecturers to new instruments and techniques to school room overview that consequence from the infusion of computer-based applied sciences in faculties. this is often the main teacher-friendly overview textbook available—one that might tell a teacher’s evaluate practices for years yet to come.

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Extra resources for Classroom Assessment: Concepts and Applications

Sample text

Referring to the 1994 legislation, the report makes the following points about evaluation: Because the legislation intended that the Title I program not operate in isolation from the system it is meant to support, progress cannot be evaluated in isolation from state and local reform efforts and results. The National Assessment relied on measures of academic progress overall, as well as state and local assessments. Also, the expansion of schoolwide programs blurred the distinction between program participants and other children.

Goals that states set for failing schools are quite explicit. They must be met within twelve years; criteria for “adequate yearly progress” must be established in that context. Yearly math and reading tests are required for grades three through eight to monitor progress. More significant perhaps, test results must be reported for each REVIEW OF POLICY 25 school, as well as separately for groups defined by race, ethnicity, income, English proficiency, and disability status. The most important new elements in the 2001 Title I legislation, however, provided some limited opportunities for parents to make decisions about remedies for their children enrolled in failing schools.

Participation was more uneven for the students in those schools: about 20 percent of children in the first and third grades received Title I services compared with 5 to 8 percent of students in the seventh grade. And participation varied by the extent of poverty in schools. According to Prospects data, about 32 percent of third-grade children in high-poverty schools (with at least 75 percent of students eligible for subsidized lunch) received Title I services compared with 12 percent in all schools taken together and 4 percent of children in low-poverty schools (with less than 25 percent of students eligible for subsidized lunch).

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