Információk az e-könyvről
—Janette Bowen, Sixth-Grade Teacher
Junction City Middle School, KS
Give all students an equal chance to perform well on your classroom tests and assessments!
In today′s diverse classrooms, students of different socioeconomic, linguistic, and cultural backgrounds and ability levels share a common learning environment. To meet each student′s unique strengths and needs, educators need flexible testing and assessment strategies that fulfill the requirements for standardized assessment and accountability in ways that don′t put students at a disadvantage because of their differences.
Classroom Testing and Assessment for ALL Students helps both general and special education teachers meet and move beyond the challenges of NCLB and IDEA by using teacher-made tests, appropriate testing accommodations, technology-based testing, and classroom-based assessments that support the teaching and learning process so all students have the opportunity to succeed. The book offers ways for teachers to better differentiate their testing and assessment strategies through:
- Classroom and school-based examples in each chapter
- Bulleted information outlining hands-on, research-based strategies for teacher implementation
- Forms, reproducibles, stories, vignettes, reflection questions, and checklists that guide educators in applying and tailoring the strategies to their classrooms and students
- Tips on using technology to help all students perform better
Teachers know their students best. This resource allows teachers to design tests and assessments to accommodate the various strengths and needs of all learners in their classroom.
A szerzőről
A former teacher in the New York City School System, Spencer J. Salend is a professor at SUNY-New Paltz, where he teaches courses on educational assessment and serves as the coordinator of the Special Education Program. He is the author of the best-selling, easy-to-read, and practical book, Creating Inclusive Classrooms: Effective and Reflective Practices. Widely known for his work in translating research into practice, he has published and presented on such topics as educational assessment, inclusive educational practices, and teaching students from culturally and linguistically diverse backgrounds. In recognition of the significance of his research and its benefits to others, he was selected as a recipient of the State University of New York’s Faculty Scholar Award and the Chancellor’s Research Recognition Award. He has also served as a project director and program evaluator for numerous federal and state projects and has shared his work by engaging in a variety of professional development and activities.
