Are you picking up all your students' work is trying to tell you? In this book, assessment expert Susan M. Brookhart and instructional coach Alice Oakley walk teachers through a better and more illuminating way to approach student work across grade levels and content areas. You'll learn to view students' assignments not as a verdict on right or wrong but as a window into what students "got" and how they are thinking about it. The insight you'll gain will help you * Infer what students are thinking, * Provide effective feedback, * Decide on next instructional moves, and * Grow as a professional. Brookhart and Oakley then guide teachers through the next steps: clarify learning goals, increase the quality of classroom assessments, deepen your content and pedagogical knowledge, study student work with colleagues, and involve students in the formative learning cycle. The book's many authentic examples of student work and teacher insights, coaching tips, and reflection questions will help readers move from looking at student work for correctness to looking at student work as evidence of student thinking.

Our revision resources are the smart choice for those revising for Pearson Edexcel GCSE (9-1) Foundation Mathematics. This book will help you to: Prepare for your exams by engaging with a wide range of Edexcel GCSE Mathematics question types Understand what a good exam answer looks like and how to write one of your own thanks to hints and tips from markers and older students Improve your exam technique with activities that go beyond simply answering the question Simplify your revision by writing straight into the book just as you would in an exam. Exam Board: Edexcel Level: GCSE Subject: Maths First teaching: September 2015 First exams: June 2017

Exam Board: Pearson BTEC Academic Level: BTEC National Subject: Sport First teaching: September 2016 First Exams: Summer 2017 This Revision Workbook delivers hassle-free hands-on practice for the externally assessed units. For both of the externally assessed Units 1 & 2 Builds confidence with scaffolded practice questions. Unguided questions that allow students to test their own knowledge and skills in advance of assessment. Clear unit-by-unit correspondence between this Workbook and the Revision Guide and ActiveBook. Updates to this title If you purchased this title before 3rd April 2017, you will have an older edition. In light of updates to the qualification, there may be changes required to this older edition, which will be outlined at www.pearsonfe.co.uk/BTECchanges. An updated edition of this title will release in time for the new academic year in September 2017. This new edition will reflect updates to the qualification that have been made. If you have the older edition and would like a copy of the new edition, please contact our customer services team, with proof of purchase, on 0845 313 6666 or email [email protected]

It will help you to: Check what you know - the warm-up activities in the knowledge booster section help you recap what you already know about the topic. Understand the exam questions - the exam skills section break down each type of questions so you can see how it works, then the 'steps to success' skills builder shows you how to construct the answer Practice with exam-style questions - the practice paper give you the change to putt your skills into action, writing straight into the book, supported by plenty of hand hints and tips to keep you focused Develop your skills and understanding - the example answers to the proactive paper use student-friendly mark schemes and annotations to show you what makes them successful responses.

The development of an enabling and socially just learning environment in schools does not relate only to teaching and learning but also to assessment of and for learning. Of particular importance is the provision of assessment opportunities for learners with physical, sensory and neurological disabilities or specific learning difficulties. Guidelines for assessment adaptation focuses on assessment adaptations and methods of assessment (special concessions) for learners who experience reading and writing difficulties that prevent them from giving a true reflection of their acquired knowledge and skills in classroom tests and examinations. Guidelines for assessment adaptation provides a general and useful framework for assessment in an inclusive environment. It discusses the support of learners with language and other difficulties and gives specific techniques for adapting assessments to assist them. Contents include the following: Principles of assessment; Specific learning difficulties; Curriculum adaptation; Identifying barriers to assessment; Description of assessment adaptations; Administrative procedures for assessment adaptations. Guidelines for assessment adaptation is aimed at all educators facing the challenge of assessing learners with disabilities and learning difficulties fairly.

It will help you to: Check what you know - the warm-up activities in the knowledge booster section help you recap what you already know about the topic. Understand the exam questions - the exam skills section break down each type of questions so you can see how it works, then the 'steps to success' skills builder shows you how to construct the answer Practice with exam-style questions - the practice paper give you the change to putt your skills into action, writing straight into the book, supported by plenty of hand hints and tips to keep you focused Develop your skills and understanding - the example answers to the proactive paper use student-friendly mark schemes and annotations to show you what makes them successful responses.

Our revision resources are the smart choice for those revising for Pearson Edexcel GCSE (9-1) Biology Higher and Pearson Edexcel GCSE (9-1) Combined Science Higher. Are you looking to get a grade 7-9 in your exam? This book aims to help you nail it by giving you: * Expert advice to help you get to grips with the tougher exam questions * Worked examples and fully worked answers to show you what the best answers will look like * Plenty of opportunity to practise the more challenging exam-style questions * Hints and advice to develop your exam technique to help you access the higher marks.

Assessment is messy. Day-to-day, in-the-moment assessments not only reveal information that drives future instruction but also offer a comprehensive picture of students' abilities and dispositions toward learning. As teachers, we might know what this looks and feels like, yet it can be hard to put into action-hence the messiness. Say hello to digital student portfolios-dynamic, digital collections of authentic information from different media, in many forms, and with multiple purposes. Using digital portfolios to capture student thinking and progress allows us to better see our students as readers, writers, and learners-and help students see themselves in the same way! Matt Renwick's Digital Portfolios in the Classroom is a guide to help teachers sort through, capture, and make sense of the messiness associated with assessment. By shining a spotlight on three types of student portfolios-performance, process, and progress-and how they can be used to assess student work, Renwick helps educators navigate the maze of digital tools and implement the results to drive instruction.

Grading is one of the most hotly debated topics in education, and grading practices themselves are largely based on tradition, instinct, or personal history or philosophy. But to be effective, grading policies and practices must be based on trustworthy research evidence. Enter this book: a review of 100-plus years of grading research that presents the broadest and most comprehensive summary of research on grading and reporting available to date, with clear takeaways for learning and teaching. Edited by Thomas R. Guskey and Susan M. Brookhart, this indispensable guide features thoughtful, thorough dives into the research from a distinguished team of scholars, geared to a broad range of stakeholders, including teachers, school leaders, policymakers, and researchers. Each chapter addresses a different area of grading research and describes how the major findings in that area might be leveraged to improve grading policy and practice. Ultimately, Guskey and Brookhart identify four themes emerging from the research that can guide these efforts: Start with clear learning goals. Focus on the feedback function of grades. Limit the number of grade categories. Provide multiple grades that reflect product, process, and progress criteria. By distilling the vast body of research evidence into meaningful, actionable findings and strategies, this book is the jump-start all stakeholders need to build a better understanding of what works-and where to go from here.

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.

Exam Board: Pearson BTEC Academic Level: BTEC National Subject: Sport First teaching: September 2016 First Exams: Summer 2017 Our revision resources are the smart choice for those revising for externally assessed Unit 1 in Sport BTEC Nationals. This book contains four full-length practice assessments, helping you to: Prepare, by familiarising yourself with the structure and process for completing your assessment Practise by writing responses straight into the book Perfect your external assessment skills for this unit, with targeted hints, guidance and support for every question, along with answers

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. 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.

Give students the repeated practice they need to master the reading skill of making inferences, and succeed on tests! Each of the 35 reproducible pages features a high-interest fiction and nonfiction reading passage with bubble-test practice questions that target this essential reading comprehension skill. Flexible and easy to use--in school or at home--the book also includes model lessons, pre- and post-assessments, and an answer key.

Exam Board: Pearson BTEC Academic Level: BTEC National Subject: Information Technology First teaching: September 2016 First Exams: Summer 2017 This Revision Workbook delivers hassle-free hands-on practice for the externally assessed units. For both of the externally assessed Units 1 & 2 Builds confidence with scaffolded practice questions. Unguided questions that allow students to test their own knowledge and skills in advance of assessment. Clear unit-by-unit correspondence between this Workbook and the Revision Guide and ActiveBook. Please note: This title does not cover the externally assessed Units 11 or 14, which are required for the Diploma and Extended Diploma Updates to this title If you purchased this title before 3rd April 2017, you will have an older edition. In light of updates to the qualification, there may be changes required to this older edition, which will be outlined at www.pearsonfe.co.uk/BTECchanges. An updated edition of this title will release in time for the new academic year in September 2017. This new edition will reflect updates to the qualification that have been made. If you have the older edition and would like a copy of the new edition, please contact our customer services team, with proof of purchase, on 0845 313 6666 or email [email protected]

The emotive discourses on the subject of university rankings are directly linked to the effect of such rankings on the performance of universities throughout the world. It has been observed that the top-ranked universities attract major financial commitments from the industry, the best students, quality researchers, and a wide range of other quality endowments such as equipment, libraries, and laboratories. It is not surprising that the ranking of universities has gained popularity and become a significant factor shaping not only the reputation of universities but also the performance of said institutions around the world, including the developing countries. Impact of Global University Ranking Systems on Developing Countries presents a collection of perspectives from scholars and other stakeholders on the impact of the global ranking systems on developing countries. The book is an additional resource for discussion and discourse as far as the global university ranking systems are concerned and opens new frontiers for further research. Covering key topics such as assessment, ethics, and academic freedom, this premier reference source is ideal for administrators, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.

Recently, the priorities of higher education have adjusted; where before the focus was primarily on the financial side of education, institutions now consider people to be their main source of value and education to be much more than the production and dissemination of knowledge. Due to this, a gap has been created between decades of emphasis on financing and the undermining of the qualitative requirements of education. New Perspectives on Using Accreditation to Improve Higher Education outlines key issues that must be addressed if accreditation agencies globally are to achieve their primary objective of ensuring that universities and the degree programs they offer are of even greater quality than they are at present. Covering topics such as leadership, assessment, and sustainability, this reference work is ideal for principals, policymakers, higher education staff, researchers, scholars, academicians, practitioners, instructors, and students.

Responsive learning and responsible learning have not been considered and utilized appropriately in the past, especially in light of the post-pandemic higher education landscape. A discussion and consideration of the different elements that make up responsive and responsible learning such as agency, agility, mindfulness, connectedness, resourcefulness, active and seamless learning, and regulation of learning are required to advance the field of higher education. Cases on Responsive and Responsible Learning in Higher Education encompasses cases on responsive and responsible learning in higher education and focuses on how the concepts are translated into practice by instructors, learning facilitators, and higher education managers. The book also deals with various practicalities and strategies and adopts existing models and frameworks for 21st century learning. Covering key topics such as learner agency, mindfulness, and personalized learning, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

Research in the field of education for sustainable development (ESD) is of growing concern to meet the needs of the diverse student populations in various higher education institutions. People around the world recognize that current economic development trends are not sustainable and that public awareness, education, and training are key to moving society toward sustainability. Although ESD continues to grow both in content and pedagogy and its visibility and respect have grown in parallel, education officials, policymakers, educators, curriculum developers, and others are called upon to rethink education in order to contribute to the achievement of the goals of sustainable development in higher education. Implications of Sustainable Development in Higher Education: Teaching, Learning, and Assessment provides insight regarding the implications of ESD for teaching, learning, and assessment in higher education and demonstrates the value of adopting an ESD lens by broadening and strengthening the evidence base of the impact that this can make for students, educators, and society as a whole. Covering key topics such as assessment, globalization, and inclusion, this reference work is ideal for university leaders, administrators, policymakers, researchers, scholars, practitioners, academicians, instructors, and students.

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.

As a predominant teaching paradigm, foreign language learning has increasingly been one of the crucial elements that leads to career accomplishments for students. Due to this, foreign language assessment has emerged as a major topic in the field of foreign language learning. The Handbook of Research on Perspectives in Foreign Language Assessment examines perspectives on language assessment through reflections on classroom applications and makes recommendations to strengthen quality language assessments by drawing on a variety of research methodologies. It also provides a foundation as to why foreign language assessment as a discipline should be refocused with caution, what sort of theoretical and practical implications should be in place for foreign language teachers, and in what ways it may be possible to provide futuristic perspectives on foreign language assessment for test developers and users involved in language assessment. Covering key topics such as testing, literacy, and language teaching, this major reference work is ideal for industry professionals, policymakers, administrators, researchers, academicians, scholars, practitioners, instructors, preservice teachers, teacher educators, librarians, and students.

500 Ways to Achieve Your Highest Score

We want you to succeed on the Math sections of the ACT. That's why we've selected these 500 questions to help you study more effectively, use your preparation time wisely, and get your best score. These questions are similar to the ones you'll find on the ACT, so you will know what to expect on test day. Each question includes a concise, easy-to-follow explanation in the answer key for your full understanding of the concepts. Whether you have been studying all year or are doing a last-minute review, "McGraw-Hill's 500 ACT Math Questions to Know by Test Day" will help you achieve the high score you desire.

Sharpen your subject knowledge, and build your test-taking confidence with: 500 ACT Math questions Full explanations for each question in the answer key A format parallel to that of the ACT exam

Quality accreditation in higher education institutions (HEIs) is currently a buzzword. The need to maintain high-quality education standards is a critical requirement for HEIs to remain competitive in the market and for government and regulatory bodies to ensure the quality standards of programs offered. From being an implicit requirement that is internally addressed, quality assurance activities become an explicit requirement that is regularly audited and appraised by national and international accreditation agencies. HEIs are voluntarily integrating quality management systems (QMS), institutional and program-specific, in response to the political and competitive environment in which it exists. Through its higher education department or by creating non-profitable accreditation bodies, many governments have implemented a quality framework for licensing HEIs and invigilates its adherence based on which accreditation statuses are granted for HEIs. Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions provides a comprehensive framework for HEIs to address quality assurance and quality accreditation requirements and serves as a practical tool to develop and deploy well-defined quality management systems in higher education. The book focuses on the critical aspects of quality assurance; the need to develop a concise and agile vision, mission, values, and graduate attributes; and to develop a system that effectively aligns the various activities of the HEI to the attainment of the strategic priorities listed in the institutional plans. The chapters each cover the various facets of the quality assurance framework and accreditation agencies' requirements with practical examples of each. This book is useful for HEI administrators, quality assurance specialists in HEIs, heads of academic departments, internal auditors, external auditors, and other practitioners of quality, along with stakeholders, researchers, academicians, and students interested in quality assurance and accreditation in higher education.