A Pig Don't Get Fatter the More You Weigh It: Classroom by Phyllis Jones, Judy Carr

By Phyllis Jones, Judy Carr

Irrespective of what number instances you weigh a pig, all you examine is how a lot it weighs. with a view to examine whatever else, you would like a distinct review. This brilliant ebook explains how well-constructed checks supply facts that's necessary to the advance of studying possibilities for all scholars. The textual content contains contributions from lecturers and instructor educators, school room vignettes, and replacement methods which were confirmed important in assessing the desires of quite a lot of scholars.

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Additional info for A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work

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Evaluate their listening comprehension skills by asking simple questions that will elicit a one- or two-word response in a one-on-one discussion (Haynes & O’Loughlin, 1999a). “How” or “why” questions can be asked of students who are more linguistically advanced. Activities that allow students to point to the correct answer will also illustrate comprehension. Finally, it is imperative that the teacher identifies whether the students who are CLD have sufficient linguistic knowledge to accomplish assignments and read the textbooks independently.

For students in the elementary grades, this sustains the discovery learning that engages the child’s innate curiosity to learn. ” 4 Assessment of Students Who Are Culturally and Linguistically Diverse Learners Weimin Mo It has been a year and half since Juan, a 5th grader, and his family moved to this country. Juan’s conversational English is so fluent that sometimes teachers forget that he is from Mexico. In math class, after Juan has asked Mr. Fitzgerald, the math teacher, a couple of times to slow down and explain a simple calculation process, Mr.

Collecting and analyzing observation records can be time consuming, and their management needs to be carefully structured and paced by the teacher. This pacing can be achieved through focusing observations upon a certain number of students in a particular class period and focusing observation upon a certain number of standards/objectives in a particular class period. The use of handheld devices to input observational data can also lead to a more efficient use of teacher time. Checklists composed of developmental standards-based objectives can also provide a simplified, more immediate format for observational assessment.

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