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This book is not for the “tired and timid” but for those committed professionals who wish to think through a plan that is coherent, cohesive, learner- and family-focused, and work through the development of a defensible (reliable and valid) authentic assessment system. Discusses emerging research in the area of brain development research and its implication for assessment practices. Provides information on the “standards movement” and how these standards can have either a negative or positive impact on developmental goals. Adds a developmental continuum as an appendix to help teachers focus on emerging development rather than on perceived deficits in children. Provides an added chapter on portfolio systems. Places more emphasis on the discussions of diversity and inclusion. For educators and school administrators.
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Celebrating what children can do by emphasizing what is most meaningful rather than what is most measurable is the goal of authentic assessment...and the focus of this new text that advocates evaluating children's learning through a realistic, developmentally-based assessment of their learning processes and products, rather than their performance on tests. This text is based on the idea that teaching, learning, and assessment are parts of a single, ongoing process that provides meaningful, authentic learning experiences for children...and simultaneous assessment of their reactions to those experiences.
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Book Description Prentice Hall, 1999. Paperback. Condition: New. 2. Seller Inventory # DADAX0130802719
Book Description Condition: New. New. Seller Inventory # STRM-0130802719