In Test-Specific Thinking, the authors provide recommended practices, methods, and means for educators to implement structural schemas into teaching, helping students better prepare for tests and formulate stronger responses to certain question frames. Armed with a better understanding of how tests are designed, teachers will increase their students’ chances of success with higher achievement scores and greater confidence when taking standardized exams.
K–12 teachers and school leaders can use this book to: - Examine recurrent structural patterns common in English and mathematics assessment questions
- Break down sample test questions to identify the skills or response a certain frame seeks
- Incorporate test item structures into classroom teaching to better prepare students as test takers
- Develop and design assessments that familiarize students with the frames they will encounter on external exams
- Boost student confidence and increase performance on standardized tests
Contents: Introduction: Revealing an Inconvenient Truth
Chapter 1: Understanding Test-Specific Thinking
Chapter 2: Connecting ELA Item Frames to Academic Content
Chapter 3: Using ELA Item Frames in Classroom Instruction
Chapter 4: Connecting Mathematics Item Frames to Academic Content
Chapter 5: Using Mathematics Item Frames in Classroom Instruction
Chapter 6: Supporting and Integrating the Use of Item Frames
Chapter 7: Leading Item-Frame Usage at the School and District Levels
Epilogue: Pulling Back the Curtain
References and Resources
Index
Robert J. Marzano, PhD, is cofounder and chief academic officer of Marzano Resources in Denver, Colorado. During his 50 years in the field of education, he has worked with educators as a speaker and trainer and has authored more than 70 books and 250 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, The Classroom Strategies series, Managing the Inner World of Teaching, A Handbook for High Reliability Schools, A Handbook for Personalized Competency-Based Education, and The Highly Engaged Classroom. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.
To learn more about Dr. Marzano, visit marzanoresources.com.
Bridget Cahill is an ardent advocate for competency-based education, bringing years of expertise in instructional planning, professional development, and fostering learner-centered learning environments. As a dedicated educational leader, she has led districtwide initiatives to enhance instructional practices and empower learners. She supports teachers and administrators to help them transform the philosophy of competency-based education into actionable practices, designing personalized learning experiences that empower students to take ownership of their learning.
Jeni Gotto, EdD, brings over 25 years of transformative leadership to the pages of this book. As superintendent of Westminster Public Schools, Dr. Gotto leads with an unwavering commitment to equity and innovation, ensuring that every student, regardless of background, has the opportunity to succeed. Her pioneering work in competency-based education (CBE) has redefined learning for countless students, blending rigor with personalized pathways to achievement.
Brian J. Kosena, EdD, serves as the chief learning officer for Westminster Public Schools in Westminster, Colorado. Previously, he was the founding principal of John E. Flynn, a Marzano Academy, a preK–8 school of innovation within Westminster Public Schools.
Dr. Kosena earned a bachelor’s degree in international affairs from the University of Colorado Boulder, a master’s degree in secondary education from the University of Phoenix, and a doctorate in educational leadership and equity from the University of Colorado Denver.
Michael J. Lynch is a distinguished educational leader with over 30 years of experience as a teacher, coach, principal, academic director, and executive. He has dedicated his career to empowering school leaders across diverse communities in multiple Colorado school districts. A lead trainer for McREL’s Balanced Leadership program, Michael has facilitated professional development for districts of all sizes and served as a graduate instructor for several esteemed colleges and universities.
Lucy Pearson, assistant principal at John E. Flynn, a Marzano Academy, brings nearly a decade of experience in various educational roles within Westminster Public Schools. Her background includes teaching across different grade levels, specializing in kindergarten and level 3/4, and serving as a special education interventionist and instructional coach. Lucy’s commitment to building strong relationships with students and families, combined with her innovative teaching approach, enhances the educational experience at John E. Flynn.
