Aligning Classroom-Based Assessment With High-Stakes Testsby: Marian Pasquale and Marian Grogan

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In this chapter, the authors will focus on the types of assessments found on high-stakes tests that can and should be used in middle-grades science classrooms. The authors provide a model for analyzing the kinds of information these types of assessments can provide about student understanding, as well as suggestions for ways that science teachers can better align their in-class assessments with those found on high-stakes tests.

Grades
  • Elementary
  • Middle
  • High
Publication Date
4/1/2008

Community ActivitySaved in 48 Libraries

Reviews (1)
  • on Mon May 06, 2013 7:24 PM

This article is about how to integrate test items that have been released from Standardized Tests into the normal class curriculum to help students to become more comfortable answering higher-order thinking questions. Many teachers have not had an opportunity to take coursework in how to write assessment items that address these skill levels, and many questions are already available that do meet these criteria. Instead of "reinventing the wheel" why not put these questions to good use as part of our formative or summative assessments. I think this is actually a great idea, and I also like the part about taking some that are simply m/c and rewriting them to make students think.

Tina Harris  (Bloomington, IN)
Tina Harris (Bloomington, IN)


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