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Why Am I Doing This? : Purposeful Teaching Through Portfolio Assessment by Hudson Valley Portfolio Assessment Project, Diane Cunningham, Giselle Martin-Kniep and Diana Muxworth Feige (1998, Perfect)
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About this product
Product Identifiers
PublisherHeinemann
ISBN-100325000107
ISBN-139780325000107
eBay Product ID (ePID)297911
Product Key Features
Educational LevelHigh School, Elementary School
Number of Pages196 Pages
LanguageEnglish
Publication NameWhy am I Doing This? : Purposeful Teaching Through Portfolio Assessment
Publication Year1998
SubjectProfessional Development, General, Testing & Measurement
TypeStudy Guide
AuthorHudson Valley Portfolio Assessment Project, Diane Cunningham, Giselle Martin-Kniep, Diana Muxworth Feige
Subject AreaEducation
FormatPerfect
Dimensions
Item Height0.5 in
Item Weight10.3 Oz
Item Length9 in
Item Width6 in
Additional Product Features
Intended AudienceElementary/High School
LCCN97-051793
Reviews"After completing the book, readers will be more interested in alternative assessments, especially more authentic forms of assessment, and may begin to add depth and quality to their own outcomes assessment." Reading Teacher, "After completing the book, readers will be more interested in alternative assessments, especially more authentic forms of assessment, and may begin to add depth and quality to their own outcomes assessment."-Reading Teacher
Dewey Edition21
Grade FromKindergarten
IllustratedYes
Grade ToFifth Grade
Dewey Decimal371.27
Table Of ContentContents: 1. The Unfolding of the Hudson Valley PortfolioAssessment Project 2. Components of the Hudson Valley Portfolio Assessment Project 3. The Design Process 4. Seeing Our Growth as Learners: The Story of a First-Grade Teacherand Her Students 5. Helping Children Monitor Their Own Learning 6. The Crazy Project Lady Comes Home 7. Ongoing Assessment Strategies Allow Me to Meet the Needs of MyStudents 8. Realizing the Power of Reflection 9. Authentic Assessment at Work in a Self-Contained Classroom ofLearning Disabled Students 10. Rising to the Challenge of High-Stakes Assessment 11. The Evolution of a Man with Dual Roles: Portrait of a Teacherand Administrator 12. Understanding Teacher Change and Its Meaning Appendixes: A. Protocol for the Review of Teacher-as-Assessor Portfolio B. Protocol for the Review of Students' Portfolios C. The Presentation of the Teacher Portfolio D. Teacher Simulation
SynopsisThis book offers demonstrable proof that when teachers engage in sustained inquiry, reflection, and communication about assessment, they can discover and define their own professionalism and refine their art of teaching., This book is a testament to the process of professional development inherent in the creation and use of alternative assessment. It offers demonstrable proof that when teachers engage in sustained inquiry, reflection, and communication about assessment, they can discover and define their own professionalism and refine their art of teaching.Why Am I Doing This'is based upon Giselle Martin Kniep's work with over one hundred teachers in the Hudson Valley Portfolio Assessment Project. Under her direction, these teachers spent three years learning about, experimenting with, and reflecting on their use of assessment and its relationship to student achievement. Martin-Kniep reveals what she learned from the program, describing key assumptions and design components that drive not only powerful assessment experiences, but also changes in teachers' practices. Then eight program participants speak for themselves. They chart their own professional odysseys, focusing on changes in their own thinking and practice.Although Why Am I Doing This'includes lots of practical ideas on the design and use of alternative assessment and showcases many examples of best practice, its overriding purpose is to document a change process. As such, it will have special appeal to readers who want to implement or study the impact of alternative assessment as well as those who participate in professional development experiences focusing on conditions that support teaching and learning., This book is a testament to the process of professional development inherent in the creation and use of alternative assessment. It offers demonstrable proof that when teachers engage in sustained inquiry, reflection, and communication about assessment, they can discover and define their own professionalism and refine their art of teaching. Why Am I Doing This? is based upon Giselle Martin Kniep's work with over one hundred teachers in the Hudson Valley Portfolio Assessment Project. Under her direction, these teachers spent three years learning about, experimenting with, and reflecting on their use of assessment and its relationship to student achievement. Martin-Kniep reveals what she learned from the program, describing key assumptions and design components that drive not only powerful assessment experiences, but also changes in teachers' practices. Then eight program participants speak for themselves. They chart their own professional odysseys, focusing on changes in their own thinking and practice. Although Why Am I Doing This? includes lots of practical ideas on the design and use of alternative assessment and showcases many examples of best practice, its overriding purpose is to document a change process. As such, it will have special appeal to readers who want to implement or study the impact of alternative assessment as well as those who participate in professional development experiences focusing on conditions that support teaching and learning., "After completing the book, readers will be more interested in alternative assessments, especially more authentic forms of assessment, and may begin to add depth and quality to their own outcomes assessment." - Reading TeacherThis book is a testament to the process of professional development inherent in the creation and use of alternative assessment. It offers demonstrable proof that when teachers engage in sustained inquiry, reflection, and communication about assessment, they can discover and define their own professionalism and refine their art of teaching. "Why Am I Doing This?" is based upon Giselle Martin Kniep's work with over one hundred teachers in the Hudson Valley Portfolio Assessment Project. Under her direction, these teachers spent three years learning about, experimenting with, and reflecting on their use of assessment and its relationship to student achievement. Martin-Kniep reveals what she learned from the program, describing key assumptions and design components that drive not only powerful assessment experiences, but also changes in teachers' practices. Then eight program participants speak for themselves. They chart their own professional odysseys, focusing on changes in their own thinking and practice. Although "Why Am I Doing This?" includes lots of practical ideas on the design and use of alternative assessment and showcases many examples of best practice, its overriding purpose is to document a change process. As such, it will have special appeal to readers who want to implement or study the impact of alternative assessment as well as those who participate in professional development experiences focusing on conditions that support teaching andlearning.
LC Classification NumberLB1029.P67M37 1998
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