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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

It's not just about what students know. What can students do with their knowledge? Tests show us what learners know, but well-designed performance assessment goes much further. It shows students the t

Teachers need to know not only what students know, but also what they can do. They need to be able to quickly gauge how well students can use their knowledge. Based on Susan M. Brookhart's popular boo

Brookhart helps educators learn how to create and use rubrics for formative assessment and grading. She identifies two essential components of effective rubrics: criteria that relate to learning (not

For elementary, middle, and high school teachers in all subjects, Brookhart (Center for Advancing the Study of Teaching and Learning, Duquesne U.), an educational consultant and former teacher, detail

This second edition gives you more than 60 tools--with tips and implementation steps--for creating and using formative assessments in every grade level and subject. --from publisher description

In Learning Targets, Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson -- what they call "today's lesson" -

Despite feedback‘s demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learnin

NOTE: Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of the MyLab™ and Mastering™ platforms exist for each title, and registrations a

Despite feedback‘s demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learnin