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

By Phyllis Jones, Judy Carr

Irrespective of what number occasions you weigh a pig, all you study is how a lot it weighs. so that it will examine whatever else, you would like a special evaluate. This brilliant publication explains how well-constructed checks offer information that's necessary to the improvement of studying possibilities for all scholars. The textual content contains contributions from academics and instructor educators, lecture room vignettes, and substitute methods which were confirmed valuable in assessing the wishes of quite a lot of scholars.

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

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The student is seen as a valuable member of the classroom and varied assessment practices are sought to improve teaching and learning. Through the relationships that have developed in the two scenarios, the impetus to change assessment practice is very different. The importance of teachers’ views of the students is reiterated in the work of McMillan and Nash (2000), who indicate how a variety of factors, including benevolent feeling toward students, inf luence how teachers use assessments to modify their teaching practices ref lectively.

Indd Sec1:30 11/10/2006 10:02:40 AM Performance Assessment in the Elementary Grades 31 has clear implications for the dynamics of and interplay between the learning process, the learning environment, and assessment processes. The brain works as an integrated whole, as various neurotransmitters and endorphins either increase or decrease the learner’s ability to process information. , Caine & Caine, 1997; Gardner, 1993; Jensen, 1998; Rushton, 2001; Rushton, Eitelgeorge, & Zickafoose, 2003) are connecting these new insights on how the brain works to the learning environment; and they indicate that stress and high-interest factors can affect a student’s ability to process information.

Juan learned how to count only in Spanish, and his acquisition of math concepts has been processed entirely in his first language. To learn mathematical concepts in English, Juan will proceed through several steps. First, he will translate the material into his native language, Spanish. This may require looking up a word in a Spanish dictionary. Next, he will cognitively process the information. If the material contains new concepts or cultural references, he may need to do background learning such as asking questions or looking up material in an encyclopedia.

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