Assessment-Powered Teaching

Assessment-Powered Teaching

By: Nancy W. Sindelar (author)Paperback

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The purpose of Power Teaching is to change teachers' attitudes toward testing by illustrating the power that meaningful assessment brings to the art and science of teaching. The book also shares efficient and practical tools and strategies for using formative and summative assessment results to actually enhance teaching effectiveness and students' learning. Using testimonials from "power teachers," the text shows classroom teachers how they too can use assessment analyses to inform their teaching, provide motivational feedback to their students, and monitor their students' progress toward learning targets and standards. This handy reference argues that testing can be a power tool for helping teachers rather than an intrusion on academic freedom and valuable instructional time. A key distinction of the book is its coverage of using technology to collect and analyze assessment data.

About Author

Nancy W. Sindelar is consultant to schools across the country in the areas of standards-based curriculum and assessment alignment (including alignment to the Common Core State Standards), collection, use and interpretation of student test data, teacher mentorship and the development of high-performing teacher teams. By focusing on data-driven instruction, She has helped schools move from state academic "watchlists' to "most improved status, based on state test scores. Sindelar is an Executive Consultant on assessment for the American Association of School Administrators (AASA). The author of Using Test Data for Student Achievement: Answers to No Child Left Behind, she also teaches graduate courses at California State University and Roosevelt University, specializing in leadership of effective organizations, school supervision, school law, school curriculum and educational assessment. She brings more than thirty years' experience in public education, as a teacher, department chair, assistant principal and assistant superintendent for curriculum, instruction and assessment as well as a university professor. She received her bachelor's degree from Northwestern University, a master's degree from DePaul University, a certificate of advanced studies from Concordia University, and a doctor of philosophy degree from Loyola University of Chicago. She was a visiting scholar with the English faculty at Cambridge University, England, served a four-year term as president of Northwestern University's School of Education and Social Policy Alumni Board and currently is a board member of the Ernest Hemingway Foundation of Oak Park.


Preface Acknowledgments About the Author Introduction 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 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 Glossary of Terms References Index

Product Details

  • ISBN13: 9781412992084
  • Format: Paperback
  • Number Of Pages: 160
  • ID: 9781412992084
  • weight: 340
  • ISBN10: 1412992087

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  • 1st Class Delivery: Yes
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