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Assessing Student Learning : From Grading to Understanding

Assessing Student Learning : From Grading to Understanding

Assessing Student Learning : From Grading to Understanding
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Assessing Student Learning : From Grading to Understanding Paperback - 1998

by Allen, David

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Used - Very good

Description

Teachers College Press. Used - Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
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Details

  • Title Assessing Student Learning : From Grading to Understanding
  • Author Allen, David
  • Binding Paperback
  • Condition Used - Very good
  • Pages 240
  • Volumes 1
  • Language ENG
  • Publisher Teachers College Press, Williston, Vermont, U.S.A.
  • Publication date July 25, 1998
  • Bookseller's Inventory # 15226409-6
  • ISBN 9780807737538 / 0807737534
  • Weight 0.75 lbs (0.34 kg)
  • Dimensions 9 x 6 x 0.47 in (22.86 x 15.24 x 1.19 cm)
  • Category Education / Teaching
  • Library of Congress Catalogue Number 98016982
  • Dewey Decimal Code 371.27
  • Quantity available 1

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Reader reviews for Assessing Student Learning : From Grading to Understanding

From the publisher

Featuring contributions from some of today's leading educators, this resource provides a range of practical, replicable processes for collaboratively examining student work, including writing samples, visual work, portfolios, and exhibitions. This uniquely practical text presents vivid descriptions of teachers engaged in collaborative processes in actual school settings, from early elementary through high school. Reporting on the work of several of the most important school change networks and institutes--and incorporating the perspectives of education researchers, teacher educators, administrators, and teachers--this volume builds a powerful argument for refocusing professional development on the collaborative and reflective examination of authentic student work, rather than relying on representations of student learning such as test scores and grades.

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