7 Classroom Assessment Practices That Promote Learning (As Well As Measure It)

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Speaker: Jay McTighe

$197.00 $97.00 + shipping and handling

SKU: 70107

Webinar Description

Snapshot: Every moment in the classroom counts in the race to help students learn all that they can while they’re in school. However, in this era of accountability, administrators and teachers frequently feel a need to practice for high-stakes tests with classroom assessments that mimic the format of state/provincial tests.

While it’s important that students be familiar with the test formats of high-stakes tests, limiting classroom assessment to this kind of test prep is a poor strategy for engaging students and raising their achievement.

In this webinar, Jay McTighe, author of the best-selling Understanding by Design, series, will help you expand your thinking about assessment. Classroom assessment and meaningful learning do not need to be incompatible. Jay will present 7 practical and proven classroom assessment practices that help advance learning while also allowing teachers to gauge what students understand, know and can do.

Webinar Topics:

  • Using summative assessments to frame meaningful performance goals
  • Showing criteria and models of quality work in advance
  • Assessing before teaching
  • Offering appropriate choices
  • Providing feedback early and often
  • Encouraging self-assessment and goal-setting
  • Allowing new evidence of achievement to replace old evidence

Other webinar topics:

  • What does it mean to “think like an assessor”
  • How are different achievement targets most appropriately addressed
  • What is “falling through the cracks” of conventional testing
  • What is understanding and how is it revealed
  • How can classroom assessment practices establish worthy learning targets and provide the feedback needed for improved performance

 

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About the Speaker

Jay McTighe

Jay McTighe

Jay McTighe is familiar to most educators because of his highly acclaimed books and his speaking engagements at many national, state and district conferences and workshops. Jay is co-author, with Grant Wiggins, of the best-selling Understanding by Design series, Understanding by Design (1998); The Understanding by Design Handbook (1999); The Understanding by Design Study Guide (2000); The Understanding by Design Professional Development Workbook (2004); Differentiated Instruction and Understanding by Design (2006); and Schooling by Design (2007). Jay has also co-authored 3 books on assessment, Assessing Learning in the Classroom; Assessing Outcomes: Performance Assessment Using the Dimensions of Learning Model; and Evaluation Tools to Improve as Well as Evaluate Student Performance.

Jay is a principal in his own consulting firm, McTighe and Associates. He previously served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments.

Frequently Asked Questions

How does a webinar work?

It’s simple. On the day of the event, you click on the link we provide. Enter your name and email address and you’re in! If your computer has good audio, the audio will be streamed to your computer along with the PowerPoint presentation. If your computer does not have audio, a phone number is provided so that you can access the audio by speaker phone.

How many can access the event per registration?

Registration is by site, not by individual, so there is no limit to the number of people who can participate at your site. We do request no more than one phone connection per site.

My school district only pays by purchase order. Do you accept POs?

Yes. You may fax the PO to 815-461-5647 or call us at 207-632-1954. Please include the full name and email address of the registrant. For more information about ordering with a PO, click here.

What is the difference between the recording link and the CD-ROM?

Both include the synchronized audio and PowerPoint, but the link may only be accessed for 30 days. The CD-ROM provides a permanent record of the webinar.