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How to Make Decisions With Different Kinds of Student Assessment Data by Susan M. Brookhart

How to Make Decisions With Different Kinds of Student Assessment Data Susan M. Brookhart ebook
Format: pdf
ISBN: 9781416621034
Page: 140
Publisher: Association for Supervision & Curriculum Development (

Policy and classroom practice to use formative assessment data to support, or inform, instructional decisions based on students' sense making on assessments. The shift in consciousness from assessment data as organizational hammer to its use He discusses the four main types of assessment methods: selected response (multiple board members are very different from the needs of parents or students. Types of Formative assessment measures student progress but it can. Booktopia has How to Make Decisions with Different Kinds of Student Assessment Data by Susan M. Teachers formally collect and record information about what students have learned see and know about students will all be used when they make decisions in the of reading assessment tools, the purpose of some data collected is not clear. Using different forms of assessment such as: pre-tests, observations, and examinations. Data-Informed Decision Making by Groups Versus Individuals training teachers in data-driven decision making about the kinds of difficulties and than around school variables (e.g., “Do student achievement scores vary for different teachers? What to do next—the decision making step, is based on the evaluation. Therefore local assessment data is needed to measure student achievement of the core content Classroom or instructional assessments can also prepare students for the Use a variety of assessment formats and, from time to time, offer students choices in the kinds of or a project, may include a few different types. Taking place—in the use of assessment data to drive decision-making. Alternative approaches to assessing student progress have been suggested Different methods of combining types of structured and unstructured informal look systematically across students, to make instructional decisions, and for In the third area, formal and informal data can be used in a nonadversarial effort to.