41. Tough To Teach : ESEA | Creative Classroom Online Reading and math results from the state assessment systems are the primarydata upon which adequate yearly progress can be determined. http://www.creativeclassroom.org/jf03ttt/index3.html

No Child Left Behind Accountability Under NCLB, states must establish three achievement levels based on their standards: advanced, proficient, and basic. The assessments are to measure the level of each student's achievement. The law requires that by 2014 each student in the tested grades must score at least proficient in each tested subject, excluding only severe special needs students and LEP students who have been in the United States less than four years. Reading and math results from the state assessment systems are the primary data upon which adequate yearly progress can be determined. NCLB requires steady progress toward the goal of all students reaching proficiency within 12 years. After the starting point is determined, the bar must be raised after two years and then every three years. Some schools and districts will start the process below the starting point, while others already have most students at the proficient level. Those that start below the starting point will have to catch up in the first two years. In addition, within each school and district, each specified subgroup of students special needs, limited English proficient, racial/ethnic minority, and low income must make this state-determined AYP. As students in these groups typically have lower scores, they too may be required to make a larger leap in the first two years. If they do not reach the target, then the school or district has not made AYP.

42. Teachers College Press : Authentic Assessment In Action Authentic assessment in Action Studies of Schools and Students at Work Linda Alsoby Linda DarlingHammond Learning to teach for Social Justice Professional http://store.tcpress.com/0807734381.shtml

Browse our catalog by subject New Books Administration, Leadership, and Policy Assessment Materials Culture and Society CurriculumGeneral CurriculumScience and Mathematics Curriculum Studies Curriculum Materials Early Childhood Education (ECE) ECECurriculum ECEObservation and Assessment Educational Studies Foundations of Education Higher and Adult Education Historical Studies Language and Literacy Language and LiteracyDiversity Language and LiteracyReading/Literature Multicultural Studies Perspectives on Research Philosophical Studies Psychology/Counseling/Development School Restructuring/Change Special and Gifted Education Standards and Assessment Teacher Education Teacher EducationTeacher Practice Teacher EducationTeacher Research Women's Studies Videos Authentic Assessment in Action: Studies of Schools and Students at Work Linda Darling Hammond, Jacqueline Ancess, and Beverly Falk Foreword by Theodore R. Sizer series on school reform Pub Date: 1995, 304 pages Paperback: , ISBN: 0807734381 Cloth: , ISBN: 080773439X This book examines, through case studies of elementary and secondary school classrooms, how five schools have developed "authentic," performance-based assessments of students’ learning, and how this work has influenced the teaching and learning experiences students encounter in school. This important and timely book reveals the changing dynamics of classroom life as it moves from more traditional pedagogy to one which asks students to master intellectual and practical skills that are eminently "transferable" to "real-life" social settings and workplaces.

43. Practicing What We Preach And Evaluating What We Teach various reasons why teachers continue to heavily assess product while claiming toteach process, and it will examine strategies for the assessment of process http://www.uta.edu/english/apt/homepage/papers/assessment.html

Practicing What We Preach and Evaluating What We Teach: Portfolios and Process Pedagogy (abstract) The notion that reading and writing are reciprocal functions, that one activity informs the other, that good readers are good writers, and vice-versa, is the cornerstone of our composition pedagogy at the University of Texas at Arlington. Nevertheless, when it comes time to assess student writing, we find that instructors typically weigh their syllabi heavily in favor of writing assessment. As much as 70 to 90 percent of a student's grade in an introductory level composition class will be determined by grades given to "finished" essays, and my sense is that this trend is not localized. Many writing instructors operate in a similar fashion. This essay will explore ways to bring assessment practice in line with current theory using a portfolio grading system. It will address the various reasons why teachers continue to heavily assess product while claiming to teach process, and it will examine strategies for the assessment of process that foreground the use of portfolios. It will argue that a portfolio system, as a teaching tool, best meets the goals of process-directed theory. Furthermore, it will suggest that portfolios, as tools of assessment, offer proof to our students that we believe what we preach, and that we value what we teach. Alan Taylor The University of Texas at Arlington Spring 1995 Lines of Flight Back to "Shooting Stars" (Papers, Presentations, and Publications)

44. Insight Assessment | California Academic Press Learn more about strategies to teach for and about thinking. those skills, and consensusrecommendations for critical thinking instruction and assessment. http://www.insightassessment.com/education.html

Ask Steve Custom Tool Design On Site Consulting Education Client Support All I.A. Products and Services Retail Prices Educational Prices Fax Order Form ... What's New Phone: Teaching for Thinking The great gift teachers give is the gift of themselves, for this is what they are doing when the teach their students how to think wisely and how to live virtuously, harmoniously, and productively with others and the world around. What do you want to do? Assess students' reasoning skills and learning motivation? Evaluate the effectiveness of a program, course, or instructional strategy? Prepare for program or institutional accreditation? Respond to performance funding or other "high stakes" requirements? ... Get help with a research project? Assess students' reasoning skills and disposition toward learning and thinking. Educational institutions at every academic level throughout the United States and around the world use I.A.'s reasoning assessment tools to gather data on students' thinking skills and their disposition to use those skills. Teaching students to be both willing and able to think demands exercising those skills and nurturing the motivation to use those skills in problem solving, learning, and decision making. I.A. offers assessment three kinds of reasoning assessment tools:

45. View Assessment Plan we depend on the University's general education requirements, including the recentlyinstituted Writing Profiency assessment Examination, to teach our students http://www.umt.edu/accreditation/ViewAssessmentPlan.asp?id=36

46. T.E.A.C.H. This Public Health assessment supports the need to consider the potential for exposuresdiscussed in on the web site at; www.state.nj.us/health teach is asking http://www.tr-teach.org/resources/covers/1999sept.html

HOME OUR CAUSE OUR MISSION FAMILY STORY ... [an error occurred while processing this directive] Public Health Assessment Report on Reich Farm, Dover Township Municipal Landfill and Silverton Private Well Contamination Investigation has been released. September 1999 Public Comment Release. Reich Farm and Dover Township Municipal Landfill Public Health Assessments Gray Area=United Water Toms River Service Area Blue=Water Yellow=Land Blue Dots=United Water Toms River Points of Entry The New Jersey Department of Health and Senior Services (NJDHSS) and the federal Agency for Toxic Substances and Disease Registry (ATSDR) have completed the Public Comment Draft of Reich Farm, Dover Township Landfill Health Assessment and Silverton Private Well Contamination Investigation. The following are the conclusions and recommmedations of the report; Reich Farm Public Health Assessment After assessing the weight of evidence, the NJDHSS and the ATSDR conclude that the Reich Farm site was a public health hazard because of past exposures for the following reasons: 1) a potentially large number of people were exposed to contaminants in their drinking water;

47. T.E.A.C.H. -- Toxic Environment Affects Children's Health As more become available they will be posted here. Public Health assessment,CibaGeigy Corporation, (Dover Township) Toms River, New Jersey http://www.tr-teach.org/resources/health/ciba/

HOME OUR CAUSE OUR MISSION FAMILY STORY ... CONTACT US The concern and response to pollution in Toms River, NJ has historically been less than adequate. These Public Health Assessments (Public Comment Release) are associated with the following sites located in Toms River, NJ. As more become available they will be posted here. Public Health Assessment, Ciba-Geigy Corporation, (Dover Township) Toms River, New Jersey Citizens' Guide to the Ciba-Geigy Public Health Assessment (Overview of report) Summary Background Discussion ... Table 7: Results of metal and selected organic chemical analysis in private residential well samples collected by the NJDHSS, 1996, near the Ciba-Geigy Corporation site. Note: The following figures are not part of the original Health Assessment. They have been substituted (they are similar or enhanced) because they show more detail. Figure 1, Ciba Geigy site, Toms River, NJ Figure 2, Demographic Statistics within one mile of the Ciba Geigy Corp. Site Figure 3, Potential Source Area's Figure 4, Ciba Geigy; Groundwater Extraction and Recharge Area's ... Figure 8, General locations of Private Wells Associated with the Ciba Geigy Corp. site, samples during the ATSDR/NJDHSS Exposure Investigation. (see Table 7)

48. 1995 NCTM Assessment Standards For School Mathematics: knowledge of oneself combines sensitivity and responsiveness to learners with theknowledge, skills, understandings, and dispositions to teach mathematics. http://standards.nctm.org/Previous/ProfStds/ProTeachM.htm

STANDARDS FOR THE PROFESSIONAL DEVELOPMENT OF TEACHERS OF MATHEMATICS OVERVIEW This section presents six standards for the professional development of teachers of mathematics: Experiencing Good Mathematics Teaching Knowing Mathematics and School Mathematics Knowing Students as Learners of Mathematics Knowing Mathematical Pedagogy ... The Teacher's Role in Professional Development INTRODUCTION Teaching mathematics is a complex endeavor. It demands knowledge of mathematics, students, and teaching as well as opportunities to apply this knowledge in a variety of field-based settings. It requires an understanding of the impact that socioeconomic background, cultural heritage, attitudes and beliefs, and political climate have on the learning environment. Above all, it entails developing a personal knowledge of oneself combines sensitivity and responsiveness to learners with the knowledge, skills, understandings, and dispositions to teach mathematics. The standards for the professional development of teachers of mathematics address the needs of preservice and in-service teachers of mathematics at the K-1 2 levels. These standards apply to introductory rams that prepare teachers of mathematics; programs that provide advanced study for teachers of mathematics; and various continuing education seminars, workshops, and other learning experiences in which hers of mathematics participate throughout their careers.

49. About Teach For Tomorrow Certain features within teach for Tomorrow do not function as expected. Self assessmentThe self assessment can be a useful tool to evaluate what you already http://tft.merit.edu/info.html

TfT in Brief Sponsors Setup Self Assessment Teach for Tomorrow In Brief Teach for Tomorrow is high quality, low-cost, reality-based Internet training for K-12 educators. The online materials can be used independently at the time and location most convenient. However, the ideal implementation model is a hybrid of independent online work and site-based, small group instruction, led by a trained TfT Facilitator. The TfT professional development model is based on the National Staff Development Council’s Standards for Staff Development and was designed to build teacher competence and confidence with Internet technology. It is based on the beliefs that teachers need: ongoing training that goes beyond basic software instruction to connect curriculum to Internet resources ongoing building-level emotional and technical mentorship interaction with peers (grade level/subject area) to share ideas, problem-solve, and build commitment to further use of the technology and content opportunity to work at own skill level, at own pace , and connect the learning to their unique classroom situation TfT's friendly user interface was designed by educators to meet the unique needs of educators. TfT exposes teachers to good online resources and describes effective online activities through several modules built around constructivist learning.

50. JosseyBass 50 Ways To Teach Your Learner Leaders, Set includes Participant's Workbook and Supervisor 3600 Skill assessment Self (Loose-leaf 50 Ways to teach Your Learner Ed Rose ISBN 0-7879-4504-8 http://www.josseybass.com/cda/product/0,,0787945048|desc|2497,00.html

51. Assessment Workshops the Connection Jan 29 Knowing What Students Think Feb 26 Integrating AssessmentInto Your teaching Practice Mar 12 Assessing What You teach and teaching http://www.cmu.edu/teaching/calendar/assessment_workshop.html

get, order, find, request, contact, reserve a... get a current roster for my classes? submit grades online? reserve materials from the library? order textbooks? find a course schedule? find the final exam schedule? find the academic year calendar? get a Blackboard course site? request library instruction for my classes? find out more about the classroom space? reserve a computer lab (cluster)? find out what software is installed in a cluster? request software for a cluster? find out what AV equipment is available for my classroom? place an order for AV equipment for my classroom? find regulations governing academic procedures? look at the faculty handbook get help with teaching? get help with using technology for teaching? find a point of contact for a student in need?

52. What Is Authentic Assessment? (Authentic Assessment Toolbox) We can teach students how to do math, do history and do science, not justknow them. Authentic assessment Complements Traditional assessment. http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm

What is Authentic Assessment? Definitions What Does Authentic Assessment Look Like? How is Authentic Assessment Similar to/Different from Traditional Assessment? Traditional Assessment Authentic Assessment Authentic Assessment Complements Traditional Assessment ... Teaching to the Test Alternative Names for Authentic Assessment Definitions A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills Jon Mueller "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." Grant Wiggins "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." Richard J. Stiggins What does Authentic Assessment look like?

53. Citywide Learning Standards, Assessment, Benchmarks Find out about testing in the assessment Program and Benchmark Requirements200203. Next year (1996-97) will be a tryout of this new assessment. http://boston.k12.ma.us/teach/standards.asp

Policies Citywide Learning Standards Executive Summary BPS Curriculum Guides outline work at different levels. Find out about testing in the Assessment Program and Benchmark Requirements: 2002-03 Read the newest BPS Promotion Policy On June 19, 1996, the Boston School Committee approved a major policy document, the Citywide Learning Standards and Curriculum Frameworks. This is a very important document, in that it sets new, high expectations in four major subjects for every one of the 63,000 students in the Boston Public Schools, and for every one of their teachers. It is part of the Boston Public Schools' Education Reform Plan, which also includes: reorganization of the system into smaller clusters led by principals. All principals report directly to the Superintendent. a Comprehensive School Planning process to help schools direct all their resources toward meeting focused goals. a unified funding strategy that pools the funding from business, community and university partners and allocates it to schools to support improvement in teaching and learning. This Introduction summarizes the goals of the Learning Standards and plans to carry them out, explains who wrote them and why, defines key words, and begins to answer some important questions. Finally, it gives examples of the standards for Grades 5, 8 and 12.

54. Critical Thinking Bookstore-www.criticalthinking.org program can be coordinated with faculty development and programmatic assessment.In the third video, Dr. Paul explains and illustrates how to teach students to http://www.criticalthinking.org/bookstore/videocatalog.html

Video Index Video Order Form Preview Policy Return Policy ... University Directory Video Catalog Please see below our complete selection of 31 videos for sale through the Foundation for Critical Thinking Bookstore. Prices (which are all shown in US dollars) and availabilty subject to change. How to Teach Video Series Code: Title: How to Teach Video Series Author: Richard W. Paul Publisher: Foundation for Critical Thinking Number of tapes in series: 9 tapes Length of each tape: about 1 hour Format: VHS only A Critical Thinking Approach to Teaching and Learning. All subjects have a logic to them. Each is a system of meanings that enables us to reason effectively. Yet, most students try to learn not by reason, but by rote memorization. They blindly memorize someone else’s answers. Even when they do well on tests, it isn’t because they truly understand. True understanding requires disciplined reasoning. The How to Teach Series offers a penetrating, in-depth look at ways to cultivate intellectually powerful minds. This series of nine one-hour videos, featuring Dr. Richard Paul, focuses on how to break out of the didactic mode, taking viewers on a journey into a new paradigm for instruction that explicitly fosters reasoned learning; learning that accesses the inner logic of all substantive inquiry. Whatever your subject, the How to Teach Series is an essential guide to help you put reason, accountability, and power back into teaching and learning.

55. Ready To Teach: NCLB Desktop Reference The ReadyTo-teach program provides grants to a nonprofit telecommunications developmentof educational programming that includes student assessment tools to http://www.ed.gov/offices/OESE/reference/5d8.html

Mouseover preload - not necessary for function Skip Navigation Privacy, Security, Notices About ED A-Z Index ... Contact Us Search: Advanced My Profile Add to My.ED.gov Bookmarks Inside OESE Home About Us News Topics A-Z Cross-Cutting Programs Data Collection Flexibility and Waivers Standards, Assessment and Accountability No Child Left Behind : A Desktop Reference Ready to Teach (V-D-8) Purpose Teacher preparation and professional development are important to increase student performance. Internet and other telecommunications-based professional development can provide research-based professional development on an ongoing basis to teachers in a variety of locations to help improve teaching and learning. For example, studies of educational technology effectiveness report that teacher expertise in using technology can substantially increase the learning gains associated with using the technology. While 80 percent of public school teachers reported in 1999 that they had access to training in use of the Internet, evaluations report that much of the current professional development is too short and not well integrated with ongoing instruction. The Ready-To-Teach program provides grants to a nonprofit telecommunications organization or a partnership of such organizations to carry out national telecommunications-based programming to improve teaching in core curriculum areas. In addition, Digital Educational Programming Grants under this subpart support the development of educational programming that includes student assessment tools to provide feedback on student academic achievement.

56. Archived: America Counts Challenge: Equip Teachers To Teach Challenging Mathemat the recruitment, preparation, and induction of new teachers who will be hired overthe next decade, many of whom will teach some level Learning from assessment http://www.ed.gov/americacounts/equip.html

A r c h i v e d I n f o r m a t i o n National Commission on Mathematics and Science Teaching for the 21 st Century. Former U.S. Senator and astronaut John Glenn is chairing a high-profile commission that will focus attention on the challenges of teacher recruitment , preparation, retention, and professional growth. In the fall of 2000, the Commission will produce a report describing specific action steps that policymakers can take to strengthen K-12 mathematics and science teachers. Voluntary Standards. The Department is supporting a broad-based consortium to develop voluntary standards for higher-education institutions that prepare future mathematics teachers. Available in 2000. Teacher Quality Enhancement Grants This new program in the 1998 Higher Education Act will help fund the recruitment, preparation, and induction of new teachers who will be hired over the next decade, many of whom will teach some level of mathematics. $75 million was authorized to support three initiatives. For more information contact Ed Crowe at (202) 260-8460, or Lois Venuto at 202 708-8847.

57. Principal Leadership - Jan 01 After the December assessment, similar letters were mailed to each student’s theneed for schoolwide professional development of how to teach revision and http://www.nassp.org/news/pl_test2teach_101.htm

Public Affairs Legal Services Publications Bulletin ... Member Benefits Principal Leadership - January 2001 Vol. 1 No. 5 Formative Assessments: Test to Teach as seen in... By Mary Ann Cohen and Steven Leonard Assessments often furnish results too late to be of use to teachers. However, the formative assessments used in Boston public schools offer educators information that they can use to improve teaching. Every educator knows the drill: Teachers go to their school mailboxes, and jammed in the cubby with notices about report cards and assemblies and after-school workshops is the printout of last year’s students’ standardized test scores. They look them over with more than a little anxiety, feel uneasy about some students’ performance—Gee, that’s too bad Jerome got such low scores in math—but shrug their shoulders: Those students are now in another class or another school. The data is interesting but there’s not much they can do. In faculty meetings, educators compare the test scores with those from previous years and take pride in the fact that the median scores for the school have inched up. Some wonder whether the increase is because all students scored higher or only some, but they can’t find that out, at least not easily. The meeting ends and everyone goes back to their classrooms and offices—to the real work they have to do.

58. TLL Resources In Our Library: Teach Talk Articles The following is a list of teach Talk articles that have appeared in The MIT FacultyNewsletter 2, October/November 2001; Strategic assessment at MIT, Vol. http://web.mit.edu/tll/published/teach_talk.htm

Teach Talk Articles in the Faculty Newsletter The following is a list of "Teach Talk" articles that have appeared in The MIT Faculty Newsletter: Newsletter Introduces New Regular Feature, " Vol. VII, No. 3, February/March 1995 The Jigsaw Puzzle of Teaching, " Vol. VII, No. 4, May/June 1995 Question: What Makes a Good Question? " Vol. VIII, No. 1, October 1995 Responding Effectively to Student Questions, " Vol. VIII, No. 2, January/February 1996 Contracts in the Classroom, " Vol. VIII, No. 4, May/June 1996 Trends in Science Education, " Vol. IX, No.1, September 1996 When Students Learn, " Vol. IX, No. 2, October/November 1996 IAP Series Offers Useful Tips for Improving Teaching and Learning, " Vol. IX, No. 3, January/February 1997 How Am I Doing? Opportunities to Correct Your Course Mid-Term, " Vol. IX, No. 4, March/April 1997 Facing a Teaching Dilemma? Let 'PROF' Guide You, " Vol. X, No. 1, September 1997 Efforts to Improve Teaching Gain Momentum: Math's Three-Part Program Provides a Coordinated Effort,

59. Teach A Child To Read - Literacy Facts teach a Child to Read Literacy Facts. In 1998, the National assessment of EducationalProgress (NAEP) tested children nationwide for reading skills. http://www.succeedtoread.com/facts.html

Teach a Child to Read Literacy Facts Home Auditory Skills Learning to Read Teaching Alphabet Sounds ... Make Your Own Book Literacy Facts Good Books for Kids Literacy Websites for Parents and Teachers Education and Family Info Websites Alphabet List ... About the Author In 1998, the National Assessment of Educational Progress (NAEP) tested children nationwide for reading skills. The results for reading tests for 4th graders were:     Below the most basic level   38%     Proficient                          31%     Advanced                           7% U.S. Department of Education, National Center for Educational Statistics. The Executive Summary of the 1998 National Assessment for Educational Progress Reading Report Card for the Nation , NCES 1999-50 (Washington, D.C.: March 1999). In 1998 there were ten million children between seven and eleven years of age who performed below the most basic level of reading achievement. Population Estimates Program, Population Division, U.S. Census Bureau Washington, D.C. 20233 It is very important to note that a substantial number of children from highly literate households and who have been read to by their parents since very early in life also have difficulties learning to read.

60. Assessment: NWREL Topics assessment methods don't match teaching practices. Progressive schools teach studentsto solve problems, work in teams, think creatively, and be innovative. http://www.nwrel.org/comm/topics/assess.html

Assessment Browse topics by category View list of all topics This collection of NWREL resources focuses on Assessment . Clear educational targets and exacting standards often elude students in America's classrooms. Learning goals are fuzzy. State and district standards are buried in policy manuals. Assessment methods don't match teaching practices. Progressive schools teach students to solve problems, work in teams, think creatively, and be innovative. But many of those same schools then line students up in rows, hand them standardized test booklets, give them No. 2 pencils, and tell them to fill in the bubbles. American schoolchildren take 100 million standardized tests a year. If the average test has 100 multiple-choice questions, students fill in 10 billion bubbles annually. But those bubbles are beginning to burst as educators and policymakers acknowledge that too often, schools fail to test what they teach. Or, conversely, schools tailor curriculum to fit multiple-choice tests that measure memorization and fact-retention instead of critical thinking and other complex skills we want kids to acquire. Recommended and Popular NWREL Resources Creating Writers: Spanish ( Toolkit 98 Traits of an Effective Reader Assessment Resource Library ... Oral Communications Assessment from Assessment 6+1 Traits TM of Analytic Writing Assessment Scoring Guide PDF Bibliography of Assessment Alternatives: Grading PDF Bibliography of Assessment Alternatives: Mathematics PDF Bibliography of Assessment Alternatives: Oral Communication PDF

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