Volume XII, Spring 2009
Written Jane Morrill-Winter — The author examines a value-added model of teacher evaluation in public schools, providing a review of the many questions inherent to the reliability, validity, and fairness of a value-added approach to evaluate teacher effectiveness.
Written by Cathy Higgins and Helen Barrett — This article reviews the context in which digital portfolios are being implemented and identifies implications for practice and future research needed to balance formative and summative assessment goals.
Written by Keith E. Howard Terry Vendlinski, Bryan Hemberg, David Niemi, and Julia Phelan — The authors present results from a mathematics intervention research project that incorporates a system of formative assessment to dynamically address students’ misconceptions about algebra concepts.
Written by David Hyerle and Kimberly Williams — In this article, the Thinking Maps® model is introduced as a theoretical and practical common visual language for teaching, learning, and assessment that reflects what we know about how the brain works, learning, and cognition. The authors offer tools for educators and learners to determine not only “what” is learned but also … Read More
Written by Todd A. DeMitchell and Terri A. DeMitchell — The authors examine educational malpractice, providing a view of assessment using a legal lens.
Written by Joanne O’Connor — The author emphasizes the important role assessment has played in positively impacting instructional practices in reading.
Written by Marianne M. True and Gerard E. Buteau — The authors discuss what happens when a university professor and a program graduate collaborate in the first-grade classroom in an effort to gain insights into their own instructional practices.
Written by Kathy MacCarthy — The author explores the benefits of utilizing individual intervention plans to support positive student behavior and learning.
Written by Christina M. Trivelli and Annette M. Holba — The authors support formative classroom assessment techniques at the middle or high school level to enrich the learning experiences and outcomes of both student and teacher.
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