| Edition |
1st ed. |
| Description |
xviii, 303 pages : illustrations ; 24 cm |
| Series |
Jossey-Bass education series.
|
|
Jossey-Bass social and behavioral science series.
|
| Note |
"A Joint publication in the Jossey-Bass education series and the Jossey-Bass social and behavioral science series"--Page [vii]. |
| Bibliography |
Includes bibliographical references (pages 275-292) and indexes. |
| Contents |
pt. 1. Returning Learning to the Learner. 1. Rethinking Academic Assessment. 2. A Framework for Responsive Assessment. 3. Assessment and the Nature of Making Meaning -- pt. 2. Guidelines for Practice. 4. Assessment and Intervention in the Learning Environment. 5. Supporting the Development of Reading. 6. Expressive Language and Literacy. 7. Mathematical Reasoning. 8. Assessment with Groups of Learners. 9. Building Responsive Assessment into School Culture. |
| Summary |
Academic assessment has historically taken many forms, but in current practice usually comes down to traditional standardized testing. This book offers compelling arguments and practical techniques for shifting the focus of assessment away from conventional practices and the policies they sustain. Responsive Assessment examines the nature of learning in schools and the ways academic assessment can be used responsively to support learning and provide children with a sure sense of themselves as learners. Using the voices and stories of people involved in learning and assessment, Mary Henning-Stout shows how the engagement of learners in their own assessment and instructional processes is central to responsive assessment. She reveals the existing practices that can serve as tools for a responsive assessment approach. She offers detailed case examples of how this approach can be applied in reading, writing, and mathematics. And she examines the barriers to responsive assessment and suggests ways of addressing organizational, governmental, and cultural obstacles. Responsive Assessment offers school psychologists and counselors, special educators, curriculum specialists, school administrators, and teachers a way of rethinking academic assessment that can remove the barriers to learning. |
| Language |
In English. |
| Subject |
Grading and marking (Students) -- United States.
|
|
Learning, Psychology of.
|
|
Learning -- Social aspects.
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School management and organization -- United States.
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Educational environment.
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Educational needs.
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Evaluation methods.
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Group testing.
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Learning processes.
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Literacy.
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Mathematical aptitude.
|
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Needs assessment.
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Reading ability.
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Student assessment.
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Writing (Composition)
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Case studies.
|
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Primary education.
|
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Grading and marking (Students) (OCoLC)fst00945795
|
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Learning, Psychology of. (OCoLC)fst00995009
|
|
Learning -- Social aspects.
(OCoLC)fst00994845
|
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School management and organization. (OCoLC)fst01107575
|
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United States. (OCoLC)fst01204155
|
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Onderwijsevaluatie.
|
|
Leren.
|
| Indexed Term |
Responsive evaluation |
|
United States |
| Other Form: |
Online version: Henning-Stout, Mary, 1957- Responsive assessment. 1st ed. San Francisco : Jossey-Bass, ©1994 (OCoLC)624394083 |
| ISBN |
155542645X |
|
9781555426453 |
|
