Classrooms. Volume 1: Assessment Practices for Teachers and Student Improvement Strategies

Jeffrey P. Bakken, Ph.D. (Editor)
Bradley University, Peoria, IL, USA

Series: Education in a Competitive and Globalizing World
BISAC: EDU044000

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$195.00

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Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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Classrooms: Assessment Practices for Teachers and Student Improvement Strategies is the first volume of a two volume series. For many years, professionals have argued and debated about the topic of assessment and how students with and without disabilities should be assessed. Different professionals have different beliefs on assessment and the field has changed from a standardized assessment process to more of a curriculum-based assessment process that can include content driven assessments, observations, and direct student involvement in the assessment process. Thoughts and attitudes vary regarding assessment, but one thing that is clear is that assessment should drive instruction. The topic of assessment is also highly discussed, and different professionals with expertise in different areas have different viewpoints. Some say it depends on each individual child, the teacher, and the school environment for which they are to receive their education. This situation has led to many different viewpoints on this very important topic that includes school professionals, parents, researchers, and communities.

This volume addresses the current top perspectives and issues regarding the topic of assessment by providing chapters written by active researchers and scholarly university professors who specialize in this area. This volume focuses on what teachers can do in regards to assessment. Topics include: assessment strategies for teachers to improve, making informed decisions based on assessment, co-teaching, effective learning environments, e-assessment, written reflections, classroom observations, rubrics, behavioral assessment, and English language learners.

This volume is composed of fifteen chapters which are written by well-known and respected university professors who are actively involved in teaching undergraduate/graduate general and special education courses, and who are engaged in research on students with and without disabilities. Classrooms: Assessment Practices for Teachers and Student Improvement Strategies is an excellent resource for general and special education teachers, administrators, and undergraduate and graduate general and special education students who are looking for detailed, comprehensive and current information for their research papers or theses. (Imprint: Nova)

Preface

Chapter 1. Classroom Assessment: Current Practices to Help Students and Teachers Improve
Jeffrey P. Bakken

Chapter 2. Believable Assessment Fiction: The Lure of the Lore
Frederick J. Brigham, Lindsay Zurawski and Michele Brigham

Chapter 3. Making It Count: Informing Classroom Instruction When Monitoring Students’ Progress
Terese C. Aceves and Nanette Fritschmann

Chapter 4. Specially Designed Instruction in Co-Teaching: The Need for a Clear Framework
Margaret P. Weiss and Holly D. Glaser

Chapter 5. Getting It Right: Creating Effective Learning Environments for All Students
Katy Casey and Jessica Hagaman

Chapter 6. Improving Classrooms through Assessment of Learning Environments )
Barry J. Fraser and Jill M. Aldridge

Chapter 7. Student Involvement in E-Assessment: A Practical Case of Empowerment through Assessment
Susana Olmos-Migueláñez, Eva Maria Torrecilla-Sánchez and Adriana Gamazo

Chapter 8. Incorporating Semi-Structured Written Reflection in the Classroom: A High Impact Practice
Michelle Miles and Rita L. Bailey

Chapter 9. Using Classroom Observation to Improve Teaching and Prevent Failure with the "Five Star Plan" and Audit System
Diane Montgomery

Chapter 10. Delicious Rubrics: Using Food to Develop Effective Analytical Rubrics
Cecile M. Arquette

Chapter 11. Classroom-Based Behavioral Assessment
Stacey Jones Bock, Christy Borders, Samuel Whitley, Stacey Hardin and Allison M. Kroesch

Chapter 12. Practices, Assessments, and Improvement Strategies for Teaching Students with Visual Impairments
Stacy M. Kelly

Chapter 13. Assessment and Instructional Strategies to Support Bilingual English Language Learners
Diana Rogers-Adkinson and Claudia Rinaldi

Chapter 14. A Framework for English Learner Teacher Effectiveness and Success
Fabiola P. Ehlers-Zavala

Chapter 15. Using Culturally Responsive Pedagogy to Assess English Language Learners (ELLs)
Juan A. Rios Vega

About the Editor

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