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This book guides educators through an assessment process that is fully integrated with the daily curriculum and designed to significantly improve student performance.
Create a welcoming environment for young children with the cultural competence compass Young children making the transition from home to school need gentle guidance and warm, student-centered surroundings. This helpful resource helps you ensure that all students are treated with dignity and respect, and that their cultures are valued. The author provides an eight-point cultural compass for crafting a grade-appropriate inclusive curriculum. Each chapter includes frequently asked questions, specific strategies, and activities that help you: Ask the right questions for determining culturally-appropriate curriculum Engage children in cultural discussions that build confidence Include cultural sensitivity across all content areas
Provides novice, preservice, and experienced teachers with guidelines for best practices, social studies standards, and the most practical elements of pedagogy, plus invaluable advice from veteran educators.
The U. S. is losing its competitive edge in science, technology, engineering, and mathematics (STEM). Thomas Friedman warns that America is not producing enough young people in STEM fields that are essential for entrepreneurship and innovation in the 21st century (The World Is Flat: A Brief History of the Twenty-First Century, 2005). Blue ribbon commissions and influential business and national leaders have issued reports on the seriousness of the situation but little collective effort has been made to advance solutions to the STEM crisis. Increasing the Competitive Edge in Math and Science lays out actions that can be taken by K-12 teachers and administrators, by higher education faculty and administrators, and by policy makers working collaboratively in school through college (K-16) partnerships to prepare American youth for meaningful participation in the twenty-first century science and technologically-based economy. If the steps described in this book are followed in states all across the Country, the resulting actions can help America to regain its competitive edge in science and mathematics.
Adaptable thinking and learning in science are essential competencies for learners to keep up with accelerating demands for technological knowledge and skills in high school, college, and the workplace. Using the accessible and proven instructional strategies introduced in Differentiated Instructional Strategies: One Size Doesn't Fit All (Corwin, 2002), authors Gayle Gregory and Elizabeth Hammerman provide an expanded approach to creating science classrooms where learners thrive and succeed and where instruction engages emerging learners, developing learners, and fluent learners at all stages of development. Differentiated Instructional Strategies for Science, Grades K 8 offers standards-based sample lessons, ready-to-use strategies for inquiry-based learning, problem-based learning, cooperative learning, and guidelines for: Creating hands-on performance tasks and rubrics applicable to real life settings Using data for continuous assessment before, during, and after learning This text provide teachers with management and pacing strategies for the differentiated science classroom and includes a generous collection of templates, planners, checklists, rubrics, and graphic organizers.
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education. The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.
As a growing number of states have administered the same tests in both paper-and-pencil testing (PPT) and computer-based testing (CBT) formats simultaneously, the question has been raised whether or not scores obtained from the two administration modes are equivalent or interchangeable. The purpose of this study was to compare student performance between PPT and CBT of large-scale statewide end-of-course examinations in the four subject areas of Algebra, English, Biology, and Physical Science. Overall, the results at both the item level and the test level support the comparability of PPT and CBT. Although some differences were observed, the overall results suggest that these differences were relatively small. For all subject areas, the model fit the data adequately for both PPT and CBT. Although there was some lack of invariance, fit indices showed that all three models of equivalence fit the data adequately and the additional restrictions did not adversely affect model fit for the four subject areas of Algebra, English, Biology, and Physical Science. No evidence was found to support the claim that the effects of the number of items tied to a common reading passage in the English test on students' performances varied across the administration modes.

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