Classroom Assessment and Differentiation

Assessment as learning gives particular importance to the student's role in coming to own his or her success

Examples of assessments of learning include

When cortisol levels are increased, the brain focuses

Assessment of learning is formative

Summative assessments fall into tow major categories:

Assessment for learning is to change teacher behavior

Closed ended questions with only one answer evoke rote-knowledge or convergent thinking

teachers often import into their own teaching the belief that assessment requires

Purpose of Classroom Assessments

Stress increases

Convergent thinking often occur with little participation of the brain's frontal lobe.

Lortie (2002) notes, conclude from their observation apprenticeship that they fill gradebooks for two main purposes

Assessment is a process that should begin

testing effect deals with

Open-ended questions with multiple solutions generate higher-level processing

Assessment for learning is formative rather than summative, aids both teacher and student to arrive at a destination

Summative assessments categories include

Many young educators begin their first teaching with a view of classroom assessment that includes elements of

Our negative baggage related to assessments is shaped by

Formative assessments should always be graded

Timed test may be okay for certain competitions and standardized test, but the purpose needs to be reevaluate

Students are likely to perform better on formative and summative assessments that align with goals clearly defined