Assessment in the Classroom: The Key to Good Instruction

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Prufrock Press Inc., 2006 - Education - 48 pages
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The goal of all classrooms is to maximize the learning of all students; therefore, correctly assessing what students have learned is an integral part of good instruction. By keeping the goal of good, strong assessment in mind, a teacher can clearly see his or her desired outcomes for a lesson, activity, or unit. It is critical to take into account a student's level of knowledge, understanding, beliefs, skills, dispositions, and learning styles when planning for good classroom instruction and assessment. Carolyn Callahan, a leader in the field of gifted education, guides teachers toward answering these questions about their students and planning for quality classroom assessment. In addition, the book provides an overview of the most common and successful assessment methods, including formal and informal assessments, student self-assessments, and preassessment strategies for planning instruction.

This is one of the books in Prufrock Press' popular Practical Strategies Series in Gifted Education. This series offers a unique collection of tightly focused books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education.
 

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Contents

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31
VIII
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About the author (2006)

Carolyn M. Callahan, Ph.D., is Commonwealth Professor of Education at the University of Virginia and coprincipal investigator of the National Research Center on the Gifted and Talented. Frances A. Karnes, Ph.D., is a retired professor of education from The University of Southern Mississippi. They have collaborated on a number of articles and books pertaining to gifted education. Kristen R. Stephens, Ph.D., is an associate professor of the practice in the program in education at Duke University.

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