205 numbered pages; minor tan to text; ex-library with pocket and usual library markings, and etc.; different cover than depicted in ad; a number of minor marks/ specks to edges of closed pages; light wear to corners and edges of purple softcover; a few minor creases to cover; several minor scratches/ dings to cover; spiral binding; weighs 1 pound and 8.5 ounces; measures 11 by 9 by .75 inches; 082921.

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Bibliographic Details

Title

Multiple Intelligence Approaches to Assessment: Solving the Assessment Conundrum

Publisher

Zephyr Press

Publication Date

1994

Language

English

ISBN 10

0913705950

ISBN 13

9780913705957

Binding

Soft cover

Condition

Good

Seller catalogs

Education

About this title

Synopsis

More than 1,000 specific ideas are provided to help teachers accurately assess students' academic progress in math, language arts, history, science, social studies, and practical and fine arts. “Student Watch” assessment instruments are provided so that teachers may observe and score students involved in various activities and learning tasks. Practical prescriptive ideas on how to teach to varying intelligence strengths are offered. Teachers will learn to document and assess students' work in the midst of daily classroom activities using six practical models: student portfolios, reflective journals and logs, transfer strategies, metacognitive process-folios, anecdotal reports, and domain projects.

About the Author

David Lazear is the founder of New Dimensions of Learning, an organization that helps train educators and businesspeople to apply cutting-edge research on multiple intelligences and other brain-based approaches to instruction and business. He is the author of "Eight Ways of Teaching, Intelligence Builders for Every Student," and "The Intelligent Curriculum," He lives in Chicago.
GRANT P. WIGGINS is the president and director of programs for the Center on Learning, Assessment, and School Structure (CLASS), a nonprofit educational research and consulting organization in Pennington, New Jersey.

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