Together is Better: Collaborative Assessment, Evaluation & Reporting

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Portage & Main Press, 1992 - Education - 108 pages
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Together Is Better will give teachers the confidence to try new approaches to evaluation. It shows how to include parents and children in assessing, evaluating, and reporting the learning that takes place in the classroom and how students can take ownership of that learning. This book provides many valuable examples and strategies for collaboration, including: the process for three-way learning and three-way conferencing how to set learning goals and evaluation criteria with students and parents how to help students recognize and evaluate their own learning how to integrate assessment, evaluation, and reporting into daily classroom life Together Is Better provides practical strategies, innovative ideas, and adaptable examples for elementary classroom teachers, administrators, and teachers-in-training.

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ThreeWay Reports
The ThreeWay Reporting Process Unfolds
ThreeWay Conferences
Informal Communication
Evidence of Learning
Student Reflection
Creating a Collaborative Environment

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About the author (1992)

Anne Davies, PhD, has worked in most Canadian provinces, in American states, and overseas. She works with educators at every level--primary to post-secondary, as well as with parents. Anne is involved with schools and jurisdictions in multi-year projects, working closely with local educators. This allows her to help people find assessment-for-learning solutions that work in a specific context. Anne does sessions at home in the Comox Valley, and works with educators in various locations to provide workshops to meet local needs.

Caren Cameron, M.Ed., is on leave as District Principal of Educational Programs for District #62 (Sooke) in British Columbia. She spends her time working with colleagues across North America. She has co-authored several practical books to assist busy teachers.

Colleen Politano, M.Ed., is a consultant working for school districts and the Bureau of Education & Research in British Columbia. She presents workshops on a wide variety of topics, including literacy, brain-based learning, differentiated instruction, multi-age classrooms, and authentic assessment. Colleen was a classroom teacher for 36 years and a recipient of the Canadian Teachers' Federation Hilroy Fellowship for innovation in education. She has co-authored several books.

Kathleen Gregory, M.Ed., teaches English in a secondary school in Victoria, British Columbia. She is also a summer-school instructor for assessment courses at the University of Victoria. Kathleen presents workshops on a variety of assessment topics and literacy strategies. Kathleen has been a district curriculum coordinator and a support teacher for classroom teachers and school teams who are integrating students with special needs. She has co-authored several books.

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