Making Standards Useful in the Classroom (Professional Development)

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9781416606482: Making Standards Useful in the Classroom (Professional Development)

Has the standards movement in the United States led to improved classroom instruction and effective assessment? In too many cases, the answer is no. As authors Robert J. Marzano and Mark W. Haystead explain, two major reasons account for this situation: state and national standards documents typically identify far more content than teachers can actually teach during a school year, and the standards are not written in a manner that supports effective instruction and assessment.

In Making Standards Useful in the Classroom, Marzano and Haystead present a way to convert standards documents into a format that teachers can actually use to guide instruction and to create meaningful formative assessments. In Part I of this practical guide, teachers, administrators, and curriculum specialists will find answers to questions such as these:
* What are the steps to follow in unpacking and rewriting standards so they are useful for classroom teachers?
* What is a measurement topic and what kind of content should it include?
* How can measurement topics be organized into a coherent system for learning and assessment?
* Why is averaging a flawed method for calculating grades?
* What is the best way to assess learning and determine a grade that accurately represents students growth in knowledge and skill?

Part II of the book consists of scoring scales with sample measurement topics for language arts, math, science, and social studies for kindergarten through 8th grade, and sample measurement topics for life skills for kindergarten through 12th grade. Using the samples as a guide, districts and schools can create their own systems for translating standards into useful components of effective instruction and formative assessment that truly drive student learning.

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Product Description:

Has the standards movement in the United States led to improved classroom instruction and effective assessment? In too many cases, the answer is no. As authors Robert J. Marzano and Mark W. Haystead explain, two major reasons account for this situation: state and national standards documents typically identify far more content than teachers can actually teach during a school year, and the standards are not written in a manner that supports effective instruction and assessment.

About the Author:

Dr. Robert J. Marzano is CEO and co-founder of Marzano Research Laboratory, which specializes in school reform efforts to enhance student academic achievement. Over his 40 years in education, the central theme of his work has been translating research and theory into practical programs and tools for teachers and administrators. He is the author of more than 30 books, 150 articles, and more than 100 curriculum guides and related materials for teachers and students.

"About this title" may belong to another edition of this title.

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Book Description Association for Supervision Curriculum Development, United States, 2008. Paperback. Book Condition: New. 284 x 224 mm. Language: English . Brand New Book. Has the standards movement in the United States led to improved classroom instruction and effective assessment? In too many cases, the answer is no. As authors Robert J. Marzano and Mark W. Haystead explain, two major reasons account for this situation: state and national standards documents typically identify far more content than teachers can actually teach during a school year, and the standards are not written in a manner that supports effective instruction and assessment. Bookseller Inventory # AAC9781416606482

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Book Description Association for Supervision Curriculum Development, United States, 2008. Paperback. Book Condition: New. 284 x 224 mm. Language: English . Brand New Book. Has the standards movement in the United States led to improved classroom instruction and effective assessment? In too many cases, the answer is no. As authors Robert J. Marzano and Mark W. Haystead explain, two major reasons account for this situation: state and national standards documents typically identify far more content than teachers can actually teach during a school year, and the standards are not written in a manner that supports effective instruction and assessment. Bookseller Inventory # AAC9781416606482

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