Foreward

Jan

Volume XII, Spring 2009

Value-Added Teacher Evaluation and Student Learning

Jan

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.

Digital Portfolios: Assessment Tools Meet the Twenty-First Century

Jan

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.

Using Error Patterns Formatively: Data-Driven Outcomes

Jan

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.

Bifocal Assessment in the Cognitive Age: Thinking Maps for Assessing Content Learning and Cognitive Processes

Jan

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

Assessment, Accountability, and Malpractice

Jan

Written by Todd A. DeMitchell and Terri A. DeMitchell — The authors examine educational malpractice, providing a view of assessment using a legal lens.

CATs in the Middle/High School Music Classroom

Jan

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.