Author: Pam Hook Publisher: Essential Resources Limited ISBN: 9781776552269 Category : Education Languages : en Pages : 74
Book Description
This book sets out a well-founded approach to providing explicit language learning support, especially in the crucial area of academic language and illustrates how SOLO Taxonomy strengthens language outcomes.
Author: John B. Biggs Publisher: Academic Press ISBN: 1483273318 Category : Education Languages : en Pages : 262
Book Description
Educational Psychology Series: Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome) focuses on the approaches, methodologies, and techniques employed in the valuation of the quality of learning. The publication first offers information on the quality and quantity of learning and origin and description of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Discussions focus on general intellectual development and the growth of quality; some assumptions and applications of stage theory; from developmental stage to levels of learning quality; and general intellectual development and the growth of quality. The text then examines the teaching of history, elementary mathematics, English, and geography. Topics include interpreting a map and drawing conclusions, explaining a natural phenomenon, appreciation of poetry, implications for the teaching of history, English, and mathematics, numbers and operations, and general application of SOLO to history. The manuscript takes a look at modern languages, place of the taxonomy in instructional design, and some methodological considerations. Concerns include alternative formats for obtaining SOLO responses, instructional processes, curriculum analysis, remediation, and teacher intentions. The publication is a vital source of data for educators interested in the SOLO taxonomy.
Author: Steve Frankland Publisher: Springer Science & Business Media ISBN: 1402062257 Category : Education Languages : en Pages : 503
Book Description
Assessment is the daily life of a teacher; designing plans, setting questions, giving feedback and grading are all activities that teachers undertake on a regular basis. This book provides a practical guide on the effective use of assessment. It includes the use of assessment tools and pedagogical design that help students deepen their learning. Major issues on assessment and some excellent examples are presented as a useful resource to university teachers in enhancing teaching and students' learning.
Author: Steve Martin Publisher: ISBN: 9781927143551 Category : Cognition in children Languages : en Pages : 56
Book Description
Shows how the SOLO taxonomy model of learning can be transferred into everyday teaching and learning in a simple but sophisticated way.
Author: David Didau Publisher: Crown House Publishing ISBN: 1781350701 Category : Education Languages : en Pages : 98
Book Description
Another from Jackie Beere's 'Perfect' stable, this simple but effective little book is designed to help bring the best out of all English departments during that all-important Ofsted visit. It is written by David Didau, a highly effective and innovative head of English at a school where Independent Thinking is a trustee. He has been instrumental in overseeing an enviable rise in A* to C results over the last few years to 84% in 2011. Packed full of ideas, strategies and simple yet effective innovations, this book is an essential tool in the toolkit of every English department - and not just for the inspection either! With topics including assessment for learning, progress, the learning environment and planning outstanding lessons, this is the book for every English teacher's desk drawer.
Author: Rosalind Horowitz Publisher: Taylor & Francis ISBN: 1317699734 Category : Language Arts & Disciplines Languages : en Pages : 232
Book Description
In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Author: Elise Burns Publisher: Corwin Press ISBN: 1071837516 Category : Education Languages : en Pages : 185
Book Description
"Grade reform and standards-based grading (SBG) is a hotly debated issue in education. As one high school administrator puts it, "Traditional letter grading is probably the biggest elephant in the room in regard to school reform. We start [grading] at a young age, and it becomes all about accumulating points, and it's not about the learning anymore." (Dan Kelley, principal of Smithfield High School, Rhode Island). When students can focus less on the score and more on the learning, great things happen. SBG is even more challenging in high school. In this book, the authors share their districts' successes moving to alternate assessment methods that promote learning rather than solely achievement. The proponents of grade reform highlight the arbitrary nature of grades, the undue stress experienced by some learners, and the potential interference in the process of learning. On the other hand, opponents reference the lack of accountability and a shift away from content knowledge that is perceived in many alternate assessment models. This book outlines how to remove the negative impacts of grades while still maintaining a high level of accountability. While the majority of other books in this space provide a rationale for why the shift is necessary, these authors provide the classroom teacher's perspective and concrete examples of how these approaches can be developed and applied. They provide sample assessments, student work samples, an accountability checklist, a sample of their rubrics, and a review of our collected data"--
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Author: Pam Hook
Author: Pam Hook
Author: John B. Biggs
Author: Steve Frankland
Author: Steve Martin
Author: 
Author: Benjamin Samuel Bloom
Author: David Didau
Author: Rosalind Horowitz
Author: Elise Burns