Formative Assessment In A Brain-Compatible Classroom: How Do We Really Know They'Re Learning? ; 9781941112311 ; 1941112315

Tate, Marcia L.

ISBN 10: 1941112315 / ISBN 13: 9781941112311

Published by Learning Sciences Intl Llc, 2016

About this Item

Limited Copies Available - Very Good Condition - May have school stamp and/or student names - May have some cover wear - DOES NOT INCLUDE ANY CDs OR ACCESS CODES IF APPLICABLE.

Seller Inventory # 1941112315U

Bibliographic Details

• Title: Formative Assessment In A Brain-Compatible Classroom: How Do We Really Know They'Re Learning? ; 9781941112311 ; 1941112315
• Publisher: Learning Sciences Intl Llc
• Publication Date: 2016
• Language: English
• ISBN 10: 1941112315
• ISBN 13: 9781941112311
• Binding: Soft cover
• Condition: Very Good

About this title

Synopsis

How can students knock the top off any test? That s one of the 14 key questions that Dr. Marcia L. Tate answers in Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They're Learning? Tate describes theories behind various assessment types and addresses ways to create brain-compatible learning environments that foster high achievement.

From the Inside Flap

How can students knock the top off any test? That's one of the 14 key questions that Dr. Marcia L. Tate, a highly regarded assessment authority, answers in Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They're Learning? Although teachers tend to avoid types of assessments that are difficult to grade, these assessments are often the only way to know how well certain students are learning. Tate describes the theories behind various assessment types and addresses specific ways to create brain-compatible learning environments that foster high achievement. Throughout the book, she guides educators in identifying where to begin in the formative assessment process and how to proceed as they develop expertise in: Writing quality selected- and constructed-response test items Building effective questioning that shows student learning Understanding what students know before, during, and after lessons Using checklists and rubrics to assess student learning Leveraging group work, peer assessment and self-assessment The book concludes with an explanation of 4 ways educators can ensure that students succeed in any assessment opportunitya list that will have become obvious throughout the prior chapters. Educators reading it will be able to maximize the use of assessment, empowering all their students to succeed.