81. Assessment Development Board strives to assure that every assessment meets five it is offered to the teachingcommunity as a are a teacher interested in pilot testing National Board http://www.nbpts.org/standards/dev.cfm

About NBPTS Candidate Resource Center National Board Certified Teachers ... Become an Assessor Assessment Information The National Board for Professional Teaching Standards has developed an innovative process to determine whether a teacher possesses the attributes of accomplished teaching based on the NBPTS standards in each of the certificate areas. National Board Certificates are structured around student developmental levels and subject(s) taught. Click here to view the framework of National Board Standards and Certificates. Determining whether teachers meet the standards requires performance-based assessment methods that are fair and valid and that call on teachers to demonstrate principled, professional judgments in a variety of situations. The National Board believes a valid assessment of accomplished practice must allow for the variety of forms sound practice takes, must sample the range of ways teachers know their content, and must provide appropriate contexts for assessments of teaching knowledge and skill. Teaching is not just about knowing things; it is about the use of knowledge - knowledge of learners and learning, of schools and subjects - in the service of helping students grow and develop. Consequently, the National Board believes the most valid teacher assessment processes engage candidates in the activities of teaching - activities that require the display and use of teaching knowledge and skill and that allow teachers the opportunity to explain and justify their actions.

82. Scheduled Teleconferences Are We testing What We Are teaching? writing primarily deals with how to obtain assessmentequity among He is the author of Psychological testing of Hispanics. http://www.nmsu.edu/~ced/teleconf.htm

The Center for Educational Development sponsors live interactive teleconferences on topics of timely interest to the teaching faculty of NMSU. Check this page occasionally for the currently scheduled downlinks, times, locations, and cable channel availability. Call the appropriate number listed with each teleconference for details and reservations. Upcoming teleconferences Teaching and Assessing for Critical Thinking Improving Multimedia and Online Courses with Instructional Design, Thursday, February 28, 2002 Are We Testing What We Are Teaching? How to Construct Accurate and Useful Tests Teaching and Assessing for Critical Thinking Friday, February 22, 2002 12-2:15 p.m. Room 50, Milton Hall Reserve your seat by calling 646-2204 or sending e-mail to ced@nmsu.edu . Also available for viewing on NMSU Cable Channel 33. sponsored by Center for Educational Development, Faculty Development Division Program Goals and Objectives: Help faculty define critical thinking in terms of their own thinking Show examples of why critical thinking is needed and why it is difficult for humans Demonstrate the skills and attitudes needed for critical thinking Provide actual classroom examples of critical thinking and assessment Show how to promote transfer of critical thinking to life outside the classroom Presenter: Classroom Assessment Techniques.

83. Opening All Options This is because most students with LD can perform successfully after minoradjustments or modifications to teaching and assessment methods. http://student.admin.utas.edu.au/services/options/teaching_strategies.htm

Teaching strategies If you are an academic involved in teaching students with learning disabilities (LD), the emphasis should be on inclusive practice rather than 'extra' teaching approaches. This is because most students with LD can perform successfully after minor adjustments or modifications to teaching and assessment methods. Invariably, what is 'good' for students with LD is also good for all students. Accommodating students with LD must not entail reducing educational standards and requirements. Rather the aim is to: enhance students' learning through modified and/or different teaching methods and the use of assistive technology and educational materials; provide alternative assessment and examination procedures which accommodate students' disability related requirements; and allow students the opportunity to demonstrate their ability and knowledge in a fair and equitable. Here are some useful steps for you to follow: Before Semester: Course Preparation and Planning During Semester: Giving Lectures, Seminars and Tutorials

84. KNEA - National Board Certification participates in exercises at a National Board assessment Center. These exercisescomplement the portfolio and are organized around challenging teaching issues. http://www.knea.org/teachers/ntnl_board_cert.htm

Kansas National Education Association Search the KNEA Web site Reading Circle Catalog Teacher License Information National Board Certification KPERS Update ... Contact KNEA Quality Teaching National Board Certification Accept the Challenge and Get the Recognition You Deserve... ...Become a National Board Certified Teacher! All About National Board Certification (PDF file - 4 pages) Why become a National Board Certification teacher? Who is eligible for National Board Certification? What is the process for certification? What does it cost? ... Contact information? Why become a National Board Certified teacher? National Board Certification allows teachers to be recognized for their highly accomplished teaching practices. National Board Certification stimulates teachers to evaluate, reflect and grow as professional educators. Back to top Who is eligible for National Board Certification? Any individual who: Holds a baccalaureate degree

85. NSTA Discussion Board - Program Administrator - Science Educational Testing Serv test development processes and teaching experience at Cheryl Wallace, EducationalTesting Service, Rosedale growing best education assessment and educational http://www.nsta.org/main/forum/printthread.php?threadid=565

86. WETA: Reading Rockets: Assessment read more». In Practice. Parents' Guide to Standardized testingStandardized testing is one form of assessment used in schools. http://www.readingrockets.org/lp.php?CID=12

87. NABT Bulletin Board - Testing & Assessment http://www.nabt.org/forum34/forum.asp?FORUM_ID=16

88. COMPUTER BASED SCIENCE ASSESSMENT And Students With Learning Disabilities Academic paper, discusses issues such as adaptive testing, figural response testing, computer simulations Category Science Educational Resources assessment...... technology in science assessment. Journal of Computers in Mathematics and ScienceTeaching, 12(3/4),227243. Herb, A. (1992). Computer adaptive testing. http://www.rit.edu/~easi/itd/itdv01n4/article7.html

c. 1994 David D. Kumar COMPUTER BASED SCIENCE ASSESSMENT: IMPLICATIONS FOR STUDENTS WITH LEARNING DISABILITIES David D. Kumar College of Education Florida Atlantic University 2912 College of Education Davie, Florida 33314 ABSTRACT Computer technology can be invaluable for assessing learning disabled students in science since it opens up opportunities for developing innovative assessment tools in science education. The nature of computers as information processing tools, the role of computer technology in user-friendly interactive learning environments, and the possibility of designing instructional tools to meet individual needs of students, make computers potentially powerful tools for assessment. Computer-based assessment applications used in science, such as Computerized Adaptive Testing, Figural Response Item Testing, Computer Simulations, and Anchored Assessment can be appropriated for assessing students with learning disabilities. INTRODUCTION While exploring avenues for improving science assessment for the learning disabled students, one should not overlook the emerging role of computer technology in assessment. The following discussion will address how computer technology might be a promising tool for designing assessment environments for such students. COMPUTERS FOR SCIENCE ASSESSMENT: IMPLICATIONS Research and development of innovative computer environments for science assessment is a field that is slowly but steadily growing. A comprehensive review of computer applications in science assessment is reported in Helgeson and Kumar (1993). It should be noted here that this review did not find any computer-based assessment tools specifically designed for individuals with learning disabilities.

89. Online Assessment Strategies Online assessment Strategies. Selftesting Students can use self-testing techniquesto gain confidence before performing formal assessment tasks. http://www.flinders.edu.au/flexed/resources/assess.htm

Printable version Flexible Education Home What is Flexible Education? Why IT in Flexible Education? ... Teaching with IT Examples Search the FLEXIBLE EDUCATION site Online Assessment Strategies Self-Testing Students can use self-testing techniques to gain confidence before performing formal assessment tasks. Self-testing should allow for practice that can cover all possible types of questions and not be timed. Prelab A Prelab is a session that is used to establish competency in elements of the practical exercise before its performance. It can be used to give confidence to people, or if the consequences of mistakes in the practical exercise are serious. (Practical exercise does not necessarily mean just a science laboratory. It could mean observing children in a school.) Pretests Pretests are tests that are done by students before explicitly learning your content. A Pretest may test assumed knowledge or skills, or the knowledge/skills to be learnt. Pretests can be used for self-testing by students, or you may use the results of pretesting to assist you in validating your assumptions about students' preexisting knowledge.

90. FairTest: Standardized Testing Damages Education accountable to a completely unregulated testing industry Other nations use performancebasedassessment where students are do not focus on teaching to multiple http://www.fairtest.org/facts/howharm.htm

FairTest: 342 Broadway Cambridge, MA 02139 (617)864-4810 (617) 497-2224 (fax) Website: www.FairTest.org, e-mail: FairTest@aol.com Back to FairTest's Home Page HOW STANDARDIZED TESTING DAMAGES EDUCATION How do schools use standardized tests? Despite their biases, inaccuracies, limited ability to measure achievement or ability, and other flaws, schools use standardized tests to determine if children are ready for school, track them into instructional groups; diagnose for learning disability, retardation and other handicaps; and decide whether to promote, retain in grade, or graduate many students. Schools also use tests to guide and control curriculum content and teaching methods. Aren't these valid uses of test scores? No test is good enough to serve as the sole or primary basis for important educational decisions. Readiness tests, used to determine if a child is ready for school, are very inaccurate and encourage the use of overly academic, developmentally inappropriate primary schooling (that is, schooling not appropriate to the child's emotional, social or intellectual development and to the variation in children's development). Screening tests for disabilities are often not adequately validated; that is, it is not proven that they are accurately measuring for disabilities. They also promote a view of children as having deficits to be corrected, rather than having individual differences and strengths on which to build. While screening tests are supposed to be used to refer children for further diagnosis, they often are used to place children in special programs.

91. Collecting Student Feedback 2 The Bureau of Evaluative Studies and testing (BEST) can administer Classroom AssessmentTechniques (2nd ed.). San Francisco JosseyBass. Tools for teaching. http://www.iub.edu/~teaching/feedback.html

Collecting Student Feedback There are four important points concerning student feedback: Four main ways to collect feedback from students Interpretation of teaching evaluation results Classroom Assessment Techniques Here are a few papers (on other pages) that are also of interest: Minute Papers in a Large Class Student-Generated Test Questions How Can I Tell What My Students Are Thinking? A. Four Main Ways to Collect Feedback from Students Instructors at Indiana University Bloomington typically use one or more of four options for collecting feedback from students: MultiOp http://www.indiana.edu/~best/ Student Evaluation of Teaching. SETs are student evalution forms available through the TRC. They are a teaching diagnostic, designed to provide instructors with ideas for changes they might make in their teaching. The questionnaire is administered by TRC staff and takes about 15 minutes of class time. After the quantitative data are tabulated and the written comments typed, a TRC staff member meets with the instructor to present and interpret the feedback. Departmental forms.

92. Malcolm Swan a supervisor for research students working for MPhil and PhD degrees in these areasTeaching and learning mathematics; metacognition; assessment and testing. http://www.nottingham.ac.uk/education/staff/mswan.htm

Malcolm Swan BSc PGCE Email address: Malcolm.Swan@nottingham.ac.uk Phone: Fax: Postal address Malcolm Swan School of Education The Dearing Building University of Nottingham Jubilee Campus Wollaton Road Nottingham NG8 1BB UK Malcolm Swan's office is in room B76 in the Dearing Building which is at the Jubilee Campus Malcolm's research interests lie in the design of teaching and assessment for mathematics education. This includes the design of situations which foster reflection, discussion and metacognitive activity; the design of situations in which children are able to construct mathematical concepts and the design of assessment tools that enable us to evaluate learning. Malcolm has been a member of the Shell Centre for Mathematical Education at the University of Nottingham for 20 years and has been involved in many research and development projects during that period. He is also involved in the Centre for Developing and Evaluating Lifelong Learning (CDELL). Part of his current work is on the US-based MARS project - the Mathematics Assessment Resource Service Supervision of Research Students Malcolm Swan acts as a supervisor for research students working for MPhil and PhD degrees in these areas: Teaching and learning mathematics; metacognition; assessment and testing.

93. CA-TPA This vision of teaching is both complex and from particular responses to the assessmentactivity. Teacher Credentialing (CCTC), Educational testing Service (ETS http://catpa.dxrgroup.com/cgi-bin/DxR_CATPA/user.pl?dxr200=15

94. BRT: Behavioral, Research, And Teaching with disabilities in largescale testing programs in all and participating in a juriedassessment), and efforts into the profession of teaching (with attention http://brt.uoregon.edu/proj/

About BRT Events Links Materials Presentations Projects ... Publications BRT Projects ACCESS.2000 Accommodating Curricular Changes for Education Standard Setting Competition: Research to Practice Grant. This grant translates research to practice in delivering effective programs to students with disabilities in secondary settings.This project researches and develops an objective measurement system for determining when an accommodation is most appropriate for middle/secondary student with disabilities in content area classrooms. Through the use of such action research projects, school teams can empirically validate their proposed curricular accommodations. OSEP (CFDA 84.324D) Budget: $540,000 Dates: 2000-2003 CASIAS Comprehensive Assessment System for Including All Students Competition: Directed Research Grant. This research grant investigates an alternate assessment for students with significant disabilities in large-scale testing programs. Three objectives make up the work of the project: (a) validate a model comprehensive assessment system, (b) research generalization and linking of academics with life skills, and (c) monitor the effects on the IEP. The work will replicate and further validate a model comprehensive statewide assessment system that includes "alternate" assessment within the larger state framework and provides appropriate components for students with low incidence disabilities.

95. Testing Information GMATNOW to schedule a testing appointment or must pass the appropriate subject assessmentin the 1, 1998, all Multiple Subject teaching Credential candidates http://www.csusm.edu/CAC/testing.htm

CSUSM Career and Assessment Center Career Links EPT/ELM Online Registration Testing Information CAC Services Job Fairs RISE Workshops Testing Information Click here for the Testing Calendar Overview of Tests ACT Assessment Entering students with less than 56 semester units must submit either ACT or SAT I test scores to the Office of Admissions before eligibility for admission can be determined. ACT registration and descriptive materials are available at CRA Hall 4201 or from local high schools. AHPAT (Allied Health Professions Admission Test) Students wishing to enter academic programs in Allied Health must take the AHPAT. Registration materials are available in CRA Hall 4201. For further information, contact CSUSM's Pre-medical Advisor, Dr. Joanne Pedersen at (760) 750-4186. AP (Advanced Placement) Undergraduate students who have completed AP courses in high school and scored 3, 4 or 5 on the AP tests will be granted credit toward graduation. CBEST (California Basic Educational Skills Test) Students must pass the California Basic Educational Skills Test (CBEST) prior to admission to the CSUSM teacher education program. Students are urged to take this examination at the earliest possible time after deciding to pursue a teaching credential.

96. CRESST.ORG Information on the services and initiatives of the Center for Research on Evaluation, Standards, and Student testing. http://cresst96.cse.ucla.edu/

CRESST is pleased to announce the new CRESST web site with more content than ever before. Click on the photograph or wait a few seconds until you are transferred to CRESST.org. CRESST Co-Directors: Joan L. Herman, Eva L. Baker, Robert L. Linn

97. Welcome To The Center For Teaching And Learning At The University Of Illinois-Sp Center for teaching and Learning. Brookens 460 217.206.6503 ctl@uis.edu.The CTL serves students, faculty and staff. A part of http://www.uis.edu/~ctl/

UIS Home Search UIS Center Home Getting Help ... Make-up Exams People Faculty/Staff Teaching Assistants Writing Support Writing Handouts Writing Templates English Department Syllabi Grammar Slammers! ... Technology Training! Assessment Assessment Testing Schedule Test Format Science/Math Science Writing Handouts Center for Teaching and Learning ctl@uis.edu The CTL serves students, faculty and staff. A part of the School of Liberal Arts and Sciences, the Center offers help to students in improving skills in writing, grammar and usage, math and statistics, software applications and computer programming, reading, science, studying, test taking, and, through a peer tutoring program, virtually any subject taught on the campus. The UIS community can obtain help in a variety of ways; through one-on-one appointments, via email, accessing the online writing or technology handouts, visiting the center in person for handouts, requesting a class visit, etc.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 5     81-97 of 97    Back | 1  | 2  | 3  | 4  | 5