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Assessment-Centered Teaching: A Reflective Practice

by Kathryn DiRanna, Ellen Osmundson, Jo Topps, Lynn Barakos, Maryl Gearhart, Karen Cerwin, Diane Carnahan and Craig Strang SAGE Publications, Inc
Pub Date:
Pbk 224 pages
AU$89.00 NZ$92.17
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Assessment-Centered Teaching: A Reflective Practice presents strategies and tools that help K–12 teachers build their knowledge and practice in student assessment, and integrate assessment and instruction. Designed as a guide for professional developers, collaborative school teams, and individual teachers, this book describes how the use of the Assessment-Centered Teaching (ACT) portfolio contributes to school improvement. The ACT portfolio is a set of tasks tied to a CD-ROM of templates that guide teachers through the steps of planning, using, and revising instruction and classroom assessments for an instructional unit. This book promotes a research-based process as educators:

Reflect on their own practice
Develop quality assessment systems for instructional units
Systematically examine student progress over time toward identified learning goals
Monitor and adjust instruction and assessment
Build community through the collaborative process

About the Authors
1. Building the Foundation
2. Assessment-Centered Teaching
3. Reflective Practice: The Assessment-Centered Teaching (ACT) Portfolio
4. Plan Assessment and Instruction: Establish Quality Goals for Student Learning and Progress by Developing the Conceptual Flow
5. Plan Assessment and Instruction: Select or Design Appropriate Assessments Using the Record of Assessments in Instructional Materials (RAIM)
6. Plan for Assessment and Instruction: Prepare for Assessments
7. Analyze: Interpret Student Work Using Scoring Criteria
8. Interpreting Student Work Through Analysis of Patterns and Trends
9. Use Evidence: Guide Instruction
10. Use Evidence: Revise Assessments
11. Professional Development Design
12. Reflective Practice for Transformative Learning: Lessons Learned
Resource A. Resources for Further Learning
CD-Rom: Resource B--Appendix

"This ambitious work provides nothing short of a blueprint for raising teacher education programs to new standards for professional preparation, which in turn would improve-ástudent achievement levels. Drawing from conceptual principles and empirical findings that establish the crucial role of ongoing formative assessment, the authors describe a professional development framework and program that actually prepares teachers to adjust their teaching to student thinking in the moment and to refine assessments to better reveal students' understandings throughout instruction. I highly recommend this book to scholars, practitioners, and interested stakeholders in teaching and teacher development."