NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Theory Into Practice16
Publication Type
Journal Articles16
Reports - Descriptive16
Audience
Teachers1
Laws, Policies, & Programs
No Child Left Behind Act 20011
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 16 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Klee, Holly L.; Buehl, Michelle M.; Miller, Angela D. – Theory Into Practice, 2022
Mathematics educators often know the widespread nature of mathematics anxiety and may even be aware of the debilitating effect it can have on their students. Although educators may develop tricks or tools that seem to help, a comprehensive understanding of what students are experiencing and how the classroom environment can be adjusted to address…
Descriptors: Mathematics Anxiety, Intervention, High School Students, College Students
Peer reviewed Peer reviewed
Direct linkDirect link
Dixson, Dante D.; Worrell, Frank C. – Theory Into Practice, 2016
In this article, we provide brief overviews of the definitions of formative and summative assessment and a few examples of types of formative and summative assessments that can be used in classroom contexts. We highlight the points that these two types of assessment are complementary and the differences between them are often in the way these…
Descriptors: Formative Evaluation, Summative Evaluation, Definitions, Student Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Crawford, April; Zucker, Tricia; Van Horne, Bethanie; Landry, Susan – Theory Into Practice, 2017
Instructional coaching is becoming common in early childhood programs to provide individualized, job-embedded professional development. Yet relatively few studies have tried to "unpack" the coaching process and delineate the specific features of coaching that contribute to teacher change. In this article, we describe an evidence-based…
Descriptors: Coaching (Performance), Faculty Development, Formative Evaluation, School Readiness
Peer reviewed Peer reviewed
Direct linkDirect link
Vagle, Mark D. – Theory Into Practice, 2016
In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge…
Descriptors: Instructional Innovation, Teaching Methods, Teaching Models, Social Class
Peer reviewed Peer reviewed
Direct linkDirect link
Reddy, Linda A.; Dudek, Christopher M.; Lekwa, Adam – Theory Into Practice, 2017
This article describes the theory, key components, and empirical support for the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals. The primary aim of the…
Descriptors: Educational Strategies, Coaching (Performance), Models, Formative Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Schoenfeld, Alan H. – Theory Into Practice, 2015
Being proficient in mathematics involves having rich and connected mathematical knowledge, being a strategic and reflective thinker and problem solver, and having productive mathematical beliefs and dispositions. This broad set of mathematics goals is central to the Common Core State Standards for Mathematics. High-stakes testing often drives…
Descriptors: Summative Evaluation, Formative Evaluation, Mathematics Tests, Educational Objectives
Peer reviewed Peer reviewed
Direct linkDirect link
Graf, Edith Aurora; Arieli-Attali, Meirav – Theory Into Practice, 2015
Designing an assessment system for complex thinking in mathematics involves decisions at every stage, from how to represent the target competencies to how to interpretĀ evidence from student performances. Beyond learning to solve particular problems in a particular area, learning mathematics with understanding involves comprehending connections…
Descriptors: Middle School Students, Secondary School Mathematics, Mathematics Education, Thinking Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Pellegrino, James W.; Wilson, Mark – Theory Into Practice, 2015
The seven articles in this special issue are concerned with the challenges of assessing complex aspects of cognition in the domains of mathematics, reading, history, and science. Each describes the design of assessments and their interpretive use, with a particular focus on assessments closely tied to classroom instruction. Individually and…
Descriptors: Student Evaluation, Educational Assessment, Test Construction, Instructional Design
Peer reviewed Peer reviewed
Direct linkDirect link
Comer, Melissa – Theory Into Practice, 2011
The principal purpose of assessment, regardless of teaching level, should be to guide instruction. Unlike evaluation, the goal of assessment is not to arrive at a grade for students. Rather, it is to inform the educator as to what needs to be addressed in the classroom. Assessment in a young adult literature (YAL) curriculum is no different. Its…
Descriptors: Adolescent Literature, Alternative Assessment, Young Adults, Interest Inventories
Peer reviewed Peer reviewed
Direct linkDirect link
Krechevsky, Mara; Rivard, Melissa; Burton, Fredrick R. – Theory Into Practice, 2010
This article describes the changing culture of a public school as members of its community explore new ways of being accountable to progressive ideals in an age of skills-based learning and standardized testing. Using documentation makes adult and student learning visible in and outside the classroom, supporting three forms of accountability: (a)…
Descriptors: Standardized Tests, Accountability, Reflective Teaching, Public Schools
Peer reviewed Peer reviewed
Direct linkDirect link
Slater, Tammy; Mohan, Bernard – Theory Into Practice, 2010
Cooperation between English as a second or other language (ESOL) and content-area teachers, often difficult to achieve, is hard to assess linguistically in a revealing way. This article employs register analysis (which is different from, but complementary to, genre analysis) in a Systemic Functional Linguistic perspective to show how an ESOL…
Descriptors: Formative Evaluation, Cooperation, Science Teachers, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Gallagher, Chris W. – Theory Into Practice, 2009
In this article, the author argues that educational policymaking, teaching, and assessment are most effective and ethical when they are carried out with attention to local contexts. He explores this concept through a consideration of Nebraska's unique School-based, Teacher-led Assessment and Reporting System (STARS), which created a statewide…
Descriptors: Formative Evaluation, Standardized Tests, Testing Programs, State Legislation
Peer reviewed Peer reviewed
Direct linkDirect link
Andrade, Heidi; Valtcheva, Anna – Theory Into Practice, 2009
Criteria-referenced self-assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals, or standards; and revise accordingly. The authors argue that self-assessment must be a formative type of assessment, done on drafts of works in progress: It should not…
Descriptors: Criteria, Formative Evaluation, Educational Assessment, Evaluation Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Topping, Keith J. – Theory Into Practice, 2009
Peer assessment is an arrangement for learners to consider and specify the level, value, or quality of a product or performance of other equal-status learners. Products to be assessed can include writing, oral presentations, portfolios, test performance, or other skilled behaviors. Peer assessment can be summative or formative. A formative view is…
Descriptors: Feedback (Response), Peer Evaluation, Teaching Methods, Evaluation Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Lalley, James P.; Gentile, J. Ronald – Theory Into Practice, 2009
Achieving learning standards is at the forefront of current educational philosophy, and is the goal of sound educational practice. That "all children can learn" and there will be "no child left behind" presume that teaching and assessment practices must benefit all children. Agreement in principle is nearly universal. Practical implementation,…
Descriptors: Educational Philosophy, Mastery Learning, Educational Practices, Grading
Previous Page | Next Page Ā»
Pages: 1  |  2