Formative Assessment & Standards-Based Grading. Robert J. Marzano

      

      Formative

      Assessment &

      Standards-Based

      Grading

Robert J. Marzano

      THE CLASSROOM STRATEGIES SERIES

      Copyright © 2010 by Marzano Resources

      Materials appearing here are copyrighted. With one exception, all rights are reserved. Readers may reproduce only those pages marked “Reproducible.” Otherwise, no part of this book may be reproduced or transmitted in any form or by any means (electronic, photocopying, recording, or otherwise) without prior written permission of the publisher and the author.

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      Library of Congress Control Number: 2009908602

      ISBN: 978-0-9822592-2-1 (paperback)

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       AKNOWLEDGMENTS

      Marzano Resources would like to thank the following reviewers:

      Larry Ainsworth

      Executive Director, Professional Development

      The Leadership and Learning Center

      Englewood, Colorado

      Susan M. Brookhart

      Consultant

      Brookhart Enterprises

      Helena, Montana

      Kay Burke

      President

      Kay Burke and Associates

      Greensboro, Georgia

      Tony Frontier

      Associate Professor

      Cardinal Stritch University

      Milwaukee, Wisconsin

      Douglas B. Reeves

      Chairman

      The Leadership and Learning Center

      Salem, Massachusetts

      Mike Schmoker

      Author and Consultant

      Flagstaff, Arizona

      Visit MarzanoResources.com/classroomstrategies to download reproducibles from this book.

       CONTENTS

	Italicized entries indicate reproducible pages.
	ABOUT THE AUTHOR
	INTRODUCTION
	How to Use This Book
CHAPTER 1	RESEARCH AND THEORY
	Feedback
	Assessment
	Grading
	Translating Research Into Classroom Practice
CHAPTER 2	THE ANATOMY OF FORMATIVE ASSESSMENT
	Types of Classroom Assessments
	Uses of Classroom Assessments
	The Importance of Changing Behavior
	Summary
	Exercise 2.1: Obtrusive, Unobtrusive, and Student-Generated Assessments
	Exercise 2.2: Instructional Feedback Versus Formative Scores
	Exercise 2.3: Review Questions
CHAPTER 3	THE NEED FOR A NEW SCALE
	The 100-Point Scale
	A Rigorous Rubric-Based Approach
	Using Preexisting Assessments
	Summary
	Exercise 3.1: Simpler and More Complex Content for Learning Goals
	Exercise 3.2: Scoring Assessments Using the Scale
	Exercise 3.3: Review Questions
CHAPTER 4	DESIGNING ASSESSMENTS
	Selected-Response Items in Obtrusive Assessments
	Short Constructed-Response Items in Obtrusive Assessments
	Designing and Scoring Assessments Using Selected-Response and Short Constructed-Response Items
	Extended Constructed-Response Items in Obtrusive Assessments
	Oral Responses in Obtrusive Assessments
	Demonstrations in Obtrusive Assessments
	Unobtrusive Assessments
	Student-Generated Assessments
	Summary
	Exercise 4.1: Designing Selected-Response Assessment Items
	Exercise 4.2: Designing Extended Constructed-Response Tasks and Demonstration Tasks
	Exercise 4.3: Review Questions
CHAPTER 5	TRACKING STUDENT PROGRESS
	Approach 1: Summative Score Assigned at the End of the Grading Period
	Approach 2: Gradual Accumulation of a Summative Score
	Approach 3: The Whole Class Progresses as One
	Approach 4: Continual Improvement Throughout the Year
	Celebrating Current Status and Knowledge Gain
	The Role of Technology
	Summary
	Exercise 5.1: Record Keeping in the Four Approaches
	Exercise 5.2: Review Questions
	Gradesheet for Approach 1
	Gradesheet for Approach 2
	Continual Progress Report
CHAPTER 6	GRADING AND REPORTING
	The Overall Grade
	Changing School and District Report Cards
	Summary
	Exercise Скачать книгу 1 2 3 4 5 > В конец