By Dr Robert J Marzano
In Classroom overview and Grading That Work, Robert J. Marzano offers an in-depth exploration of what he calls "one of the main strong guns in a teacher's arsenal." a good standards-based, formative review software can assist to dramatically increase pupil fulfillment through the K-12 approach, Marzano says. Drawing from his personal and others' broad study, the writer presents complete solutions to questions similar to these:
*What are the features of a good review software?
* How can educators use nationwide and country criteria records as a foundation for making a complete, topic-based evaluate process?
* What sorts of evaluate goods and projects are most fitted to measuring scholar development in learning details, psychological methods, and psychomotor methods?
* Why does the normal element process used for scoring frequently bring about unsuitable conclusions a couple of student’s genuine wisdom?
* What sorts of scoring and ultimate grading structures give you the such a lot actual portrayal of a student’s development alongside a continuum of learning?
In addition to offering academics with the entire instruments they should create a greater evaluation process, Classroom evaluate and Grading That Work makes a compelling case for the possibility of any such approach to remodel the tradition of faculties and districts, and to propel K–12 schooling to new degrees of effectiveness and potency
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Extra resources for Classroom Assessment & Grading That Work
Practical applications 13. Dimensional measurement Data Analysis/Probability 14. Visual representation 15. Statistics 16. Probability Problem Solving 17. Strategies/reasoning 18. Validity of results Physical Science 7. Matter and energy 8. Forces of nature 9. Diversity of life 10. Human identity 11. Interdependence of life Earth Science 12. The Earth and the processes that shape it 13. The universe Social Studies Citizenship/Government/Democracy 1. Rights, responsibilities, and participation in the political process 2.
However, the teachers were not consistent in the number of points they assigned. The most discrepant pattern of weighting was that of Teacher 3, who assigned 45 points to the first item and 15 points to items 2 and 3. 7 percent, respectively. In contrast, the relative contribution of the first three items for Teacher 1 was 20 percent, 30 percent, and 20 percent. 1 Five Teachers’ Point Assignments by Items Item Teacher 1 1 Pts. % 2 Pts. % 3 Pts. % 4 Pts. % 5 Pts. 1 Total 50 90 90 80 90 Source: Marzano (2002a).
I refer to items like this as Type II items—those that address complex ideas and processes that are more difficult for students. Typically these items require students to generate something that is not obvious. In this case, students must compute the total cost for each company for differing amounts of rental time and then compare total costs for each company. Finally, item 7 asks students to make unique inferences or applications of content typically not addressed in class. I refer to items like this as Type III items.