Susan M. Brookhart
Список книг автора Susan M. Brookhart
How to Use Grading to Improve Learning
Grades are imperfect, shorthand answers to “What did students learn, and how well?” In How to Use Grading to Improve Learning, best-selling author Susan M. Brookhart guides educators at all levels in figuring out how to produce grades—for single assignments and report cards—that accurately communicate students’ achievement of learning goals. Brookhart explores topics that are fundamental to effective grading and learning practices: Acknowledging that all students can learn Supporting and motivating student effort and learning Designing and grading appropriate assessments Creating policies for report card grading Implementing learning-focused grading policies Communicating with students and parents Assessing school or district readiness for grading reform The book is grounded in research and resonates with the real lessons learned in the classroom. Although grading is a necessary part of schooling, Brookhart reminds us that children are sent to school to learn, not to get grades. This highly practical book will help you put grading and learning into proper perspective, offering strategies you can use right away to ensure that your grading practices actually support student learning.
How to Give Effective Feedback to Your Students
Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including Strategies to uplift and encourage students to persevere in their work. How to formulate and deliver feedback that both assesses learning and extends instruction. When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective.
How to Make Decisions with Different Kinds of Student Assessment Data
In How to Make Decisions with Different Kinds of Student Assessment Data , best-selling author Susan M. Brookhart helps teachers and administrators understand the critical elements and nuances of assessment data and how that information can best be used to inform improvement efforts in the school or district.Readers will learn—* What different kinds of data can—and cannot—tell us about student learning;* What different analyses reveal about changes in student achievement;* How to interpret, use, and share relevant data; and* How to create a model to go from problem to solution in a data-based decision-making process.With easy-to-understand explanations, supplemented by examples and scenarios from actual schools, this book offers a path to better understanding, more accurate interpretation of assessment results, and—most important—more effective use of data to improve teaching and learning.
Formative Classroom Walkthroughs
Learn how schools use formative walkthroughs to reveal evidence of student learning and enable teachers to make informed adjustments that help students succeed.
How to Design Questions and Tasks to Assess Student Thinking
With new standards emphasizing higher-order thinking skills, students will have to demonstrate their ability to do far more than simply remember facts and procedures. But what's the best way for teachers to ensure that students have such skills? In this highly accessible guide, author Susan M. Brookhart shows how to do just that, by providing specific guidelines for designing targeted questions and tasks that align with standards and assess students' ability to think at higher levels. Aided by dozens of examples across grade levels and subject areas, readers will learn how to * Take a student perspective and view assessment questions and tasks as «problems to solve.»* Design multiple-choice questions that require higher-order thinking.* Understand the difference between «open» and «closed» questions and how to use open questions effectively.* Vary and control the features of performance assessment tasks, including cognitive level and difficulty, to target different thinking skills.* Manage the assessment of higher-order thinking within the larger context of teaching and learning. Brookhart also provides an «idea bank» that teachers can use to jump-start their own thinking as they create assessments. Timely and practical, How to Design Questions and Tasks to Assess Student Thinking is essential reading for 21st century teachers who want their students to excel in the classroom and beyond. Note: This product listing is for the reflowable (ePub) version of the book.
How to Assess Higher-Order Thinking Skills in Your Classroom
Educators know it's important to get students to engage in «higher-order thinking.» But what does higher-order thinking actually look like? And how can K–12 classroom teachers assess it across the disciplines? Author, consultant, and former classroom teacher Susan M. Brookhart answers these questions and more in this straightforward, practical guide to assessment that can help teachers determine if students are actually displaying the kind of complex thinking that current content standards emphasize.
Grading and Group Work
Learn how to formatively assess and grade group work, including learning skills, group interaction skills, and individual achievement.
Learning Targets
In Learning Targets , Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson–what they call «today's lesson»—or it doesn't happen at all. The key to making today's lesson meaningful? Learning targets. Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply. Each lesson's learning target connects to the next lesson's target, enabling students to master a coherent series of challenges that ultimately lead to important curricular standards. Drawing from the authors' extensive research and professional learning partnerships with classrooms, schools, and school districts, this practical book – Situates learning targets in a theory of action that students, teachers, principals, and central-office administrators can use to unify their efforts to raise student achievement and create a culture of evidence-based, results-oriented practice. – Provides strategies for designing learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation. – Explains how to design a strong performance of understanding, an activity that produces evidence of students' progress toward the learning target. – Shows how to use learning targets to guide summative assessment and grading. Learning Targets also includes reproducible planning forms, a classroom walk-through guide, a lesson-planning process guide, and guides to teacher and student self-assessment. What students are actually doing during today's lesson is both the source of and the yardstick for school improvement efforts. By applying the insights in this book to your own work, you can improve your teaching expertise and dramatically empower all students as stakeholders in their own learning.
Advancing Formative Assessment in Every Classroom
Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together–every day, every minute–to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six elements of formative assessment: (1) sharing learning targets and criteria for success, (2) feedback that feeds forward, (3) student goal setting, (4) student self-assessment, (5) strategic teacher questioning, and (6) engaging students in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide * «Strategic talking points» and «conversation starters» to address common misconceptions about formative assessment;* Practical classroom strategies to share with teachers; * Ways to model the elements of formative assessment in conversations with teachers about their professional learning; * «What if» scenarios and advice for how to deal with them; and* Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to «do» formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a «partnership of intentional inquiry» between student and teacher, with better teaching and learning as the outcome.