Learning About Assessment, Learning Through Assessment
Mark Driscoll · Deborah Bryant · Mathematical Sciences Education Board · National Research Council
srp 1998. · National Academies Press
E-knjiga
49
str.
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O ovoj e-knjizi
The MSEB, with generous support and encouragement from the Carnegie Corporation of New York, seeks to bring discussion of assessment to school-and district-based practitioners through an initiative called Assessment in Practice (AIP). Originally conceived as a series of "next steps" to follow the publication of Measuring Up and For Good Measure, the project, with assistance from an advisory board, developed a publication agenda to provide support to teachers and others directly involved with the teaching and assessment of children in mathematics classrooms at the elementary, middle, and high school levels.
In a series of three booklets, AIP presents an exploration of issues in assessment. The first booklet, Learning About Assessment, Learning Through Assessment discusses ways to assist teachers in learning about assessment and how student work can be a rich resource in professional development. The second, Assessment in Support of Instruction, makes a case for aligning assessments with state and district curriculum frameworks and examines ways in which states have shifted their curriculum frameworks and related state assessment programs to reflect the NCTM Standards and other perspectives. The third booklet, Keeping Score, discusses issues to be considered while developing high quality mathematics assessments. This series is specifically designed to be used at the school and school district level by teachers, principals, supervisors, and measurement specialists.
In a series of three booklets, AIP presents an exploration of issues in assessment. The first booklet, Learning About Assessment, Learning Through Assessment discusses ways to assist teachers in learning about assessment and how student work can be a rich resource in professional development. The second, Assessment in Support of Instruction, makes a case for aligning assessments with state and district curriculum frameworks and examines ways in which states have shifted their curriculum frameworks and related state assessment programs to reflect the NCTM Standards and other perspectives. The third booklet, Keeping Score, discusses issues to be considered while developing high quality mathematics assessments. This series is specifically designed to be used at the school and school district level by teachers, principals, supervisors, and measurement specialists.
O autoru
Mark Driscoll is an American pastor and author. He is the founder and preaching pastor of Mars Hill Church in Seattle, Washington. He was born in Grand Forks, North Dakota, and was raised as a Roman Catholic. He earned a Bachelor's degree in communications from Washington State University with a minor in philosophy and also has a Master of Arts degree in exegetical theology from Western Seminary. He has written books about the Old Testament, the New Testament, and others entitled, Vintage Church: Timeless Truths and Timely Methods, On Church Leadership, On Who is God, and The Relevant Church: A New Vision For Communities of Faith.
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