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Classroom Assessment Scoring System: Class Score Sheet Mastery
Are you tired of juggling papers, struggling to keep track of student progress, and spending hours calculating grades? A robust classroom assessment scoring system, coupled with a well-designed class score sheet, can be the solution to your grading woes. This comprehensive guide will equip you with the knowledge and tools to create and implement an efficient system, saving you time and providing clearer insights into student learning. We'll explore different scoring methods, design considerations for your class score sheet, and best practices for maximizing its effectiveness.
Understanding the Importance of a Robust Classroom Assessment Scoring System
Before diving into the specifics of score sheets, let's establish the why. A well-structured classroom assessment scoring system provides numerous benefits:
Improved Accuracy: Reduces grading errors and ensures consistent evaluation across all assessments.
Enhanced Efficiency: Streamlines the grading process, freeing up valuable time for other tasks like lesson planning and individual student support.
Clearer Feedback: Allows for more specific and targeted feedback to students, improving their understanding of their strengths and weaknesses.
Data-Driven Instruction: Provides valuable data to inform instructional decisions and adjust teaching strategies as needed.
Objective Evaluation: Minimizes bias and ensures fair assessment of student learning.
Designing Your Classroom Assessment Scoring System: Choosing the Right Method
The foundation of any effective scoring system lies in choosing the right assessment method. Several popular options exist, each with its own strengths and weaknesses:
#### 1. Points-Based System:
This is the most straightforward method, assigning specific point values to different aspects of the assessment. It's easy to understand and implement but may not always reflect the nuances of student learning.
#### 2. Rubrics:
Rubrics provide detailed criteria and scoring levels for each aspect of an assignment. This allows for more nuanced evaluation and provides richer feedback to students. They are particularly useful for assessing complex tasks like essays or projects.
#### 3. Checklists:
Checklists are ideal for assessing tasks with clearly defined steps or criteria. They are simple to use and provide a quick overview of student performance.
#### 4. Percentage-Based Grading:
This system expresses student performance as a percentage of total possible points. It's widely understood but can be less informative than other methods regarding specific areas of strength and weakness.
Crafting the Perfect Class Score Sheet: Key Design Elements
Your class score sheet is the practical application of your chosen scoring system. Here's what to consider when designing yours:
#### 1. Student Information:
Include space for student name, ID number, and other relevant identifiers.
#### 2. Assessment Details:
Clearly identify each assessment (e.g., quiz 1, project 2, exam).
#### 3. Scoring Columns:
Provide dedicated columns for each assessment's score, based on your chosen scoring method (points, rubric levels, checklist items, percentage).
#### 4. Total Score Calculation:
Include a section for calculating the total score across all assessments.
#### 5. Grade Calculation (Optional):
If using a letter grade system, include space to convert the total score into a letter grade.
#### 6. Comments Section (Optional):
Allow space for brief comments on individual student performance.
#### 7. Data Organization:
Consider organizing the score sheet by student, assessment type, or date, depending on your needs.
Using Technology to Streamline Your Classroom Assessment Scoring System
Many technological tools can significantly improve your assessment process:
Spreadsheets (Google Sheets, Excel): Excellent for creating and managing class score sheets, calculating totals, and generating reports.
Gradebook Software (PowerSchool, Moodle): Offer integrated features for tracking student progress, generating reports, and communicating grades to parents.
Learning Management Systems (LMS): Integrate assessment tools, automate grading (for certain types of assessments), and provide a central hub for all course materials.
Best Practices for Effective Implementation
Communicate Clearly: Explain your scoring system and score sheet to students upfront.
Provide Regular Feedback: Don't wait until the end of the term to share student progress.
Review and Refine: Regularly evaluate your scoring system and score sheet to ensure its effectiveness and make adjustments as needed.
Maintain Confidentiality: Handle student data with care and maintain appropriate levels of confidentiality.
Conclusion
Implementing a well-designed classroom assessment scoring system, complemented by a practical class score sheet, is crucial for efficient grading and insightful student assessment. By carefully selecting your scoring method, crafting a user-friendly score sheet, and leveraging technology, you can transform your grading process from a tedious chore into a powerful tool for improving student learning.
FAQs
1. Can I use different scoring methods for different assessments? Yes, absolutely. You might use a rubric for essays and a points-based system for quizzes.
2. How often should I update my class score sheet? This depends on your assessment frequency. Ideally, update it after each assessment to maintain an accurate record.
3. What if I make a mistake on the score sheet? Correct the error and clearly indicate the correction, perhaps with an initial and date.
4. Are there pre-made templates available for class score sheets? Yes, you can find numerous templates online, including those tailored to specific subjects or grading systems. Adapt them to your specific needs.
5. How can I use the data from my score sheet to improve my teaching? Analyze trends in student performance to identify areas where students struggle and adjust your instruction accordingly. This data can inform lesson planning and targeted interventions.
| classroom assessment scoring system class score sheet: Classroom Assessment Scoring System (CLASS) Manual, Toddler Karen M. La Paro, Bridget K. Hamre, Robert C. Pianta, 2012 This manual includes detailed descriptions of the 8 CLASS Toddler dimensions, administration procedures, and information about the tool's development. |
| classroom assessment scoring system class score sheet: Classroom Assessment & Grading that Work Robert J. Marzano, 2006 Robert J. Marzano distills 35 years of research to bring you expert advice on the best practices for assessing and grading the work done by today's students. |
| classroom assessment scoring system class score sheet: Early Childhood Environment Rating Scale (ECERS-3) Thelma Harms, Richard M. Clifford, Debby Cryer, 2014-11-01 The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale®, ECERS-3, focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including: Cognitive Social-emotional Physical Health and safety ECERS-3 also includes additional Items assessing developmentally appropriate literacy and math activities. Designed for preschool, kindergarten, and child care classrooms serving children 3 through 5 years of age, ECERS-3: Provides a smooth transition for those already using ECERS-R. Emphasizes the role of the teacher in creating an environment conducive to developmental gains. Is designed to predict child outcomes more accurately and with greater precision. Provides a stronger method of distinguishing between good and truly excellent programs. Offers a complete training program with ongoing support available at the Environment Rating Scales Institute (ERSI) website (www.ersi.info). ECERS-3 is appropriate for state and district-wide QRIS and continuous improvement; program evaluation by directors and supervisors; teacher self-evaluation; monitoring by agency staff; and teacher education. The established reliability and long term evidence of validity of the ERS family of instruments make this new version of ECERS particularly useful for RTTT-ELC accountability and research. Suitable for use in inclusive and culturally diverse programs, ECERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Literacy Learning Activities Interaction Program Structure |
| classroom assessment scoring system class score sheet: Modern Classroom Assessment Bruce B. Frey, 2013-09-13 Modern Classroom Assessment offers an applied, student-centered guide to the major research-based approaches to assessment in today’s modern classroom. Rather than simply list basic assessment formats with a few examples, as many textbooks do, award-winning professor and scholar Bruce Frey’s book fully explores all five key approaches for teacher-designed assessment—Traditional Paper-and-Pencil, Performance-Based Assessment, Formative Assessment, Universal Test Design, and Authentic Assessment —while making abstract concepts and guidelines clear with hundreds of real-world illustrations and examples of what actual teachers do. Offering a variety of engaging learning tools and realistic stories from the classroom, this text will give any reader a strong foundation for designing modern assessments in their own classrooms. |
| classroom assessment scoring system class score sheet: SAGE Handbook of Research on Classroom Assessment James H. McMillan, 2013 The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education. |
| classroom assessment scoring system class score sheet: Formative Assessment & Standards-Based Grading Robert J. Marzano, 2011-10-27 Learn everything you need to know to implement an integrated system of assessment and grading. The author details the specific benefits of formative assessment and explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades. Detailed examples bring each concept to life, and chapter exercises reinforce the content. |
| classroom assessment scoring system class score sheet: Balanced Assessment Systems Steve Chappuis, Carol Commodore, Rick Stiggins, 2016-07-20 Build a balanced assessment system and support ESSA requirements! The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts, and this comprehensive guide helps leaders meet and succeed that challenge. Authors Chappuis, Commodore and Stiggins have helped thousands of teachers, principals and other educational leaders in becoming assessment-literate and developing assessment systems built on quality assessment. Readers will learn how to: Develop balance in an assessment system by combining formative and summative approaches, providing insight on students’ progress Strengthen classroom-based assessment and involve students in self-assessment |
| classroom assessment scoring system class score sheet: Enhancing Professional Practice Charlotte Danielson, 2007-02-08 Note: A newer edition of this title is available. The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. The framework may be used as the foundation of a school's or district's recruitment and hiring, mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners. The actions teachers can take to improve student learning are clearly identified and fall under four domains of teaching responsibility: Planning and Preparation, the School Environment, Instruction, and Professional Responsibilities. Within the domains are 22 components and 76 descriptive elements that further refine our understanding of what teaching is all about. The framework defines four levels of performance (Unsatisfactory, Basic, Proficient, and Distinguished) for each element, providing a valuable tool that all teachers can use. This second edition has been revised and updated and also includes frameworks for school specialists, such as school nurses, counselors, library and media specialists, and instructional coaches. Comprehensive, clear, and applicable to teaching across the K-12 spectrum, the framework for teaching described in this book is based on the PRAXIS III: Classroom Performance Assessment criteria developed by Educational Testing Service and is compatible with INTASC standards. |
| classroom assessment scoring system class score sheet: Classroom Assessment and the National Science Education Standards National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Classroom Assessment and the National Science Education Standards, 2001-08-12 The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system. |
| classroom assessment scoring system class score sheet: Assessment as Learning Lorna M. Earl, 2013 This is a book for teachers and school leaders on formative assessment i.e., assessment as learning where assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them. It defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. It addresses assessment in the context of what learning is. It shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning. It explores how teachers can make the shift to formative assessment by engaging in conceptual change. |
| classroom assessment scoring system class score sheet: Classroom Assessment Scoring System (CLASS) Manual, Infant Bridget K. Hamre, Karen M. La Paro, Robert C. Pianta, Jennifer LoCasale-Crouch, 2014 With the infant version of the trusted, widely used CLASS® tool, early childhood programs have an accurate and reliable way to assess teacher-infant interactions, a primary component of positive early experiences. Developed for use with children from birth to 18 months, the CLASS® Infant tool specifically focuses on how teachers engage with infants and support their learning and development during everyday routines and activities. With clear guidance and background information, this manual gives you a comprehensive introduction to the CLASS® Infant tool and how to use it effectively. Youâe(tm)ll see how this standardized tool Assesses 4 dimensions of teacher-child interactions: relational climate, teacher sensitivity, facilitated exploration, and early language support Establishes an accurate picture of interactions through repeated observation and scoring cycles Highlights areas of strength and areas for growth useful for guiding professional development efforts Comprehensive and reader-friendly, this manual provides helpful information on infant development, the theoretical and empirical foundations of the CLASS® Infant tool, an overview of procedures for using the tool, and detailed descriptions and examples for each dimension the tool assesses. Learn more about the entire CLASS system. |
| classroom assessment scoring system class score sheet: Introduction to Rubrics Dannelle D. Stevens, Antonia J. Levi, 2023-07-03 This new edition retains the appeal, clarity and practicality that made the first so successful, and continues to provide a fundamental introduction to the principles and purposes of rubrics, with guidance on how to construct them, use them to align course content to learning outcomes, and apply them in a wide variety of courses, and to all forms of assignment. Reflecting developments since publication of the first edition, the authors have extended coverage to include:* Expanded discussion on use of rubrics for grading* Grading on-line with rubrics* Wider coverage of rubric types (e.g., holistic, rating scales)* Rubric construction in student affairs* Pros and cons of working with ready-made rubrics* Using rubrics to improve your teaching, and for SoTL* Use of rubrics in program assessment (case study)* Application of rubrics in the arts, for study abroad, service learning and students’ independent learning * Up-dated literature review |
| classroom assessment scoring system class score sheet: PQA High/Scope Educational Research Foundation, 2005 PQA is a validated assessment tool to evaluate the quality of youth programs and identify staff development needs. |
| classroom assessment scoring system class score sheet: Developing and Using Classroom Assessments Albert Oosterhof, 1999 A short, inexpensive, nuts and bolts text on how to write, construct, and use assessments in the classroom. Can be used as supplement in an ed psych or methods course where assessment is given more than cursory treatment. |
| classroom assessment scoring system class score sheet: Teaching Good Learner Repertoires Steve Ward, 2013-08-03 Teaching Good Learner Repertoires is a how to book that will guide you to make your student easy to teach. Steve Ward, MA, BCBA and Terry Grimes, MS, BCBA bring decades of experience to this follow-up to the Inventory of Good Learner Repertoires. Good learner repertoires go well beyond typical replacement behaviors and most typically developing individuals acquire them with no formal teaching. Reading through the book you will quickly realize the staggering number of skills that we take for granted that may have to be specifically taught for learners to move forward academically and behaviorally. Teaching Good Learner Repertoires provides clear scripts for teaching these foundational skills, but also provides analyses, data recommendations, and Dimension Grids, that will turn you into an analyst, capable of identifying the most relevant current priorities for your student, seeing where the instruction is going, and problem-solving how to get there. |
| classroom assessment scoring system class score sheet: How to Give Effective Feedback to Your Students, Second Edition Susan M. Brookhart, 2017-03-10 Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including • Strategies to uplift and encourage students to persevere in their work. • How to formulate and deliver feedback that both assesses learning and extends instruction. • When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. • A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective. |
| classroom assessment scoring system class score sheet: Culturally Responsive Teaching Geneva Gay, 2010 The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of English Plus instruction. |
| classroom assessment scoring system class score sheet: Grading for Equity Joe Feldman, 2018-09-25 Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact. —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a fixed mindset about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a true north orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, Grading practices are a mirror not just for students, but for us as their teachers. Each one of us should start by asking, What do my grading practices say about who I am and what I believe? Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference. |
| classroom assessment scoring system class score sheet: Inquiry and the National Science Education Standards National Research Council, Center for Science, Mathematics, and Engineering Education, Committee on Development of an Addendum to the National Science Education Standards on Scientific Inquiry, 2000-05-03 Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€the eyes glazed over syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand why we can't teach the way we used to. Inquiry refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm. |
| classroom assessment scoring system class score sheet: Knowing What Students Know National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Testing and Assessment, Committee on the Foundations of Assessment, 2001-10-27 Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates. |
| classroom assessment scoring system class score sheet: Classroom Assessment W. James Popham, 2018-03-07 Jim Popham's widely popular Classroom Assessment shows teachers how to use classroom testing skillfully and formatively to dramatically increase their teaching effectiveness and make a difference in how well students learn. As in past editions, the author pays particular attention to the instructional payoffs of well-designed classroom tests and highlights the implications of testing on teaching throughout in special But What Does This Have to Do with Teaching? sections in each chapter. Decision Time vignettes present practical classroom problems and show readers actual decisions being made. Parent Talk features describe situations in which a teacher needs to explain something about assessment to parents and show what the author would say in that situation. And a lighter tone is established with cartoons to which readers can relate. The new Eighth Edition highlights the increasing importance of educational assessment in an era of common core state standards and teacher evaluations based on students' tests scores, incorporates the Standards for Educational and Psychological testing guidelines throughout relevant sections, and includes a new section on instructionally diagnostic tests to help readers evaluate the merits of commercial or locally developed diagnostic assessment. Also available with MyLab Education MyLab(tm) is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Education helps teacher candidates bridge the gap between theory and practice-better preparing them for success in their future classrooms. Note: You are purchasing a standalone product; MyLab Education does not come packaged with this content. Students, if interested in purchasing this title with MyLab Education, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Education search for: 0134027299 / 9780134027296 Classroom Assessment: What Teachers Need to Know with MyEducationLab with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package Package consists of: 0134053869 / 9780134053868 Classroom Assessment: What Teachers Need to Know, Loose-Leaf Version 0134239903 / 9780134239903 MyEducationLab with Pearson eText -- Access Card -- for Classroom Assessment: What Teachers Need to Know |
| classroom assessment scoring system class score sheet: Teaching Pyramid Infant-Toddler Observation Scale (Tpitos(tm)) for Infant-Toddler Classrooms, Research Edition Kathryn M. Bigelow, Judith Carta, Dwight Wayland Irvin, Mary Louise Hemmeter, 2018-09 The Teaching Pyramid Infant-Toddler Observation Scale (TPITOS(TM)) is an assessment instrument designed to measure the fidelity of implementation of practices associated with the Pyramid Model in center-based infant and toddler care settings. The TPITOS provides a classroom snapshot of the adult behaviors and classroom environment variables associated with supporting and promoting the social-emotional development of infants and toddlers. The tool is made up of items, or categories, of teacher behavior. The three types of items are a) Observational Items, b) Interview Items, and c) Red Flag Items. |
| classroom assessment scoring system class score sheet: The Assessment Challenge in Statistics Education Iddo Gal, Joan B. Garfield, 1997 This book discusses conceptual and pragmatic issues in the assessment of statistical knowledge and reasoning skills among students at the college and precollege levels, and the use of assessments to improve instruction. It is designed primarily for academic audiences involved in teaching statistics and mathematics, and in teacher education and training. The book is divided in four sections: (I) Assessment goals and frameworks, (2) Assessing conceptual understanding of statistical ideas, (3) Innovative models for classroom assessments, and (4) Assessing understanding of probability. |
| classroom assessment scoring system class score sheet: Early Childhood Assessment National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Children, Youth, and Families, Committee on Developmental Outcomes and Assessments for Young Children, 2008-12-21 The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments. |
| classroom assessment scoring system class score sheet: Effective Grading Barbara E. Walvoord, Virginia Johnson Anderson, 2011-01-13 The second edition of Effective Grading—the book that has become a classic in the field—provides a proven hands-on guide for evaluating student work and offers an in-depth examination of the link between teaching and grading. Authors Barbara E. Walvoord and Virginia Johnson Anderson explain that grades are not isolated artifacts but part of a process that, when integrated with course objectives, provides rich information about student learning, as well as being a tool for learning itself. The authors show how the grading process can be used for broader assessment objectives, such as curriculum and institutional assessment. This thoroughly revised and updated edition includes a wealth of new material including: Expanded integration of the use of technology and online teaching A sample syllabus with goals, outcomes, and criteria for student work New developments in assessment for grant-funded projects Additional information on grading group work, portfolios, and service-learning experiences New strategies for aligning tests and assignments with learning goals Current thought on assessment in departments and general education, using classroom work for program assessments, and using assessment data systematically to close the loop Material on using the best of classroom assessment to foster institutional assessment New case examples from colleges and universities, including community colleges When the first edition of Effective Grading came out, it quickly became the go-to book on evaluating student learning. This second edition, especially with its extension into evaluating the learning goals of departments and general education programs, will make it even more valuable for everyone working to improve teaching and learning in higher education. —L. Dee Fink, author, Creating Significant Learning Experiences Informed by encounters with hundreds of faculty in their workshops, these two accomplished teachers, assessors, and faculty developers have created another essential text. Current faculty, as well as graduate students who aspire to teach in college, will carry this edition in a briefcase for quick reference to scores of examples of classroom teaching and assessment techniques and ways to use students' classroom work in demonstrating departmental and institutional effectiveness. —Trudy W. Banta, author, Designing Effective Assessment |
| classroom assessment scoring system class score sheet: Brigance Comprehensive Inventory of Basic Skills II Albert Henry Brigance, 2010 A selection of 45 key assessments from the CIBS II Reading/ELA and CIBS II Mathematics...[I]ncludes readiness, reading/ELA, and mathematics assessments and grade-placement tests that have been validated on studetns 5 to 13 years of age--Intro. |
| classroom assessment scoring system class score sheet: An Introduction to Student-Involved Assessment FOR Learning Rick J. Stiggins, Jan Chappuis, 2011-11-21 This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Written for pre-service teacher candidates who have little or no classroom experience, Rick Stiggins’ multiple award-winning and market-leading text focuses squarely on preparing new teachers to assess students in classrooms, providing them with their initial orientation to classroom assessment and to the challenges they will face in monitoring student learning, in using the assessment process, and its results to benefit their students. The text clearly instructs teaching candidates on how to gather dependable evidence of student learning using quality assessments and how to use those assessments to support and to certify student learning. The book has an exceptionally strong focus on integrating assessment with instruction through student involvement in the assessment process; it is clearly the most non-technical and hands on practical orientation to assessment validity and reliability yet developed. It offers five easy-to-understand keys to effective classroom assessment practice that any teacher can learn to apply. The presentation covers the full range of classroom assessment methods, when and how to use them and how to communicate results in ways that support learning. Examples and models are offered across grade levels and schools subjects to assist candidates in learning these things. The treatment of student-involved assessment, record keeping, and communication as an instructional intervention is a unique entity of the text. Specific assessment strategies are offered throughout for helping students see the learning target from the beginning and then watch themselves move progressively close over time until they achieve ultimate learning success. Showing how to use assessment to accurately reflect student achievement and how to benefit–not merely grade–student learning, the text examines the full spectrum of assessment topics, from articulating targets, through developing quality assessments and communicating results effectively. |
| classroom assessment scoring system class score sheet: Rethinking Classroom Assessment with Purpose in Mind Lorna M. Earl, Manitoba. School Programs Division, 2006-01-01 This document is intended to inform discussion among Manitoba educators regarding the effective use of assessment processes to facilitate learning for all students. |
| classroom assessment scoring system class score sheet: Assessment in Early Childhood Education Sue C. Wortham, 2013-11-01 For Assessment courses in Early Childhood Education. One of the most accessible and practical textbooks available on assessing young children from infancy through age 8. It provides the full range of types of assessment and how, when, and why to use them. An excellent introduction to assessing young children, Assessment in Early Childhood Education continues with the inclusion of all types of assessments that can be used with infants and young children. Key changes and updates to this edition include: updated and streamlined figures, examples, and models of assessment that aid pre-service teachers to learn how to apply the principles of quality assessments; new activities at the end of the chapters provide opportunities for students to apply their own performance activities to demonstrate understanding of chapter contents; the effects of No Child Left Behind have been updated; newly revised information on children from diverse cultures and languages and children with disabilities has been added; and information on new and current trends toward accountability are discussed, as well as the impact of high-stakes testing. |
| classroom assessment scoring system class score sheet: The Intentional Teacher Ann S. Epstein, 2014 Young children and teachers both have active roles in the learning processHow do preschoolers learn and develop? What are the best ways to support learning in the early years? This revised edition of The Intentional Teacher guides teachers to balance both child-guided and adult-guided learning experiences that build on children's interests and focus on what they need to learn to be successful in school and in life.This edition offers new chapters on science, social studies, and approaches to learning. Also included is updated, expanded information on social and emotional development, physical development and health, language and literacy, mathenatics, and the creative arts. In each chapter are many practical teaching strategies that are illustrated with classroom-based anecdotes.The Intentional Teacher encourages readers to- Reflect on their principles and practices- Broaden their thinking about appropriate early curriculum content and instructional methods- Discover specific ideas and teaching strategies for interacting with children in key subject areasIntentional teaching does not happen by chance. This book will help teachers apply their knowledge of children and of content to make thoughtful, intentional use of both child-guided and adult-guided experiences. |
| classroom assessment scoring system class score sheet: Infant/Toddler Environment Rating Scale (ITERS-3) Thelma Harms, Debby Cryer, Richard M. Clifford, Noreen Yazejian, 2017-07-07 Building on extensive feedback from the field as well as vigorous new research on how best to support infant and toddler development and learning, the authors have revised and updated the widely used Infant/Toddler Environment Rating Scale. ITERS-3 is the next-generation assessment tool for use in center-based child care programs for infants and toddlers up to 36 months of age. ITERS-3 focuses on the full range of needs of infants and toddlers and provides a framework for improving program quality. Further, the scale assesses both environmental provisions and teacher-child interactions that affect the broad developmental milestones of infants and toddlers, including: language, cognitive, social-emotional and physical development, as well as concern for health and safety. ITERS-3 is appropriate for state- and district-wide QRIS and continuous quality improvement, program evaluation by directors and supervisors, teacher self-evaluation, monitoring by agency staff, and teacher training programs. The established reliability and validity of the scale make it particularly useful for research and program evaluation. While the approach to assessing quality and the scoring process remain the same for the new ITERS-3, users will find the following improvements informed by extensive use of the ITERS in the field and by the most recent research: Enhanced focus on interactions and the role of the teacher. Six new language and literacy Items. A new Item on beginning math experiences. Expanded age range to include children from birth to 36 months. A new approach to scoring based solely on observation of ongoing classroom activity (3-hour time sample). The elimination of the parents/staff subscale and teacher interviews, freeing up time for observing more actual classroom practice. Improved indicator scaling, providing more precise and useful scores for use in professional development and self-improvement. Reduced emphasis on the number of materials, along with greater emphasis on how materials are used to encourage learning. Suitable for use in inclusive and culturally diverse programs, ITERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Books Activities Interaction Program Structure |
| classroom assessment scoring system class score sheet: Classroom Assessment James H. McMillan, 2017-07-05 A comprehensive, nontechnical, engaging, look at how assessment is used to improve student learning and motivation. Drawing on recent research and new directions in the field, this concise, engaging book shows teachers how to use classroom assessment effectively for improving student learning and motivation. Key strategies and techniques are demonstrated through practical, realistic examples, suggestions, and case studies. The new edition emphasizes formative assessment and includes more in-depth coverage of self-assessment, the impact of standards-based accountability testing, 21st century knowledge, dispositions and skills, technology-enhanced items, and assessment of culturally diverse students. Each chapter provides aids to help readers learn and practice the skills of that chapter, including new Teacher Corners features illustrating actual teachers’ thinking about classroom assessment, introductory case studies, chapter concept maps, new figures, suggestions for action research, self-instructional review exercises, and links to digital resources. Also available with MyLab Education Designed to bring learners more directly into the world of K-12 classrooms and to help them see the real and powerful impact of the assessment concepts covered in this book, MyLab™ Education provides practice using classroom assessment concepts in teaching situations, helps students and instructors see how well students understand the content, and helps students more deeply process assessment concepts and strategies and also better understand how to use those concepts as a teacher. The online resources in this MyLab include: Video Examples. Throughout the eText, embedded videos provide illustrations of sound assessment practices in action. Self-Check Assessments. Throughout the chapters, students will find self-check quizzes that help assess how well students have mastered chapter learning outcomes. The quizzes consist of self-grading multiple choice items that provide rationales, both for questions answered correctly and for questions answered incorrectly. Application Exercises. These scaffolded exercises, tied to learning outcomes, challenge learners to reflect on assessment and to apply what they have learned to real classroom assessment work. MyLab Education includes the Pearson eText version of the book. Note: This is the standalone ISBN and does not include access to MyLab Education. To order MyLab Education plus the book, use ISBN 0134522087. |
| classroom assessment scoring system class score sheet: Classroom Assessment and Grading That Work Robert J. Marzano, 2006-12-08 In Classroom Assessment and Grading That Work, Robert J. Marzano provides an in-depth exploration of what he calls one of the most powerful weapons in a teacher's arsenal. An effective standards-based, formative assessment program can help to dramatically enhance student achievement throughout the K-12 system, Marzano says. Drawing from his own and others' extensive research, the author provides comprehensive answers to questions such as these: * What are the characteristics of an effective assessment program? * How can educators use national and state standards documents as a basis for creating a comprehensive, topic-based assessment system? * What types of assessment items and tasks are best suited to measuring student progress in mastering information, mental procedures, and psychomotor procedures? * Why does the traditional point system used for scoring often lead to incorrect conclusions about a student's actual knowledge? * What types of scoring and final grading systems provide the most accurate portrayal of a student's progress along a continuum of learning? In addition to providing teachers with all the tools they need to create a better assessment system, Classroom Assessment and Grading That Work makes a compelling case for the potential of such a system to transform the culture of schools and districts, and to propel K-12 education to new levels of effectiveness and efficiency. |
| classroom assessment scoring system class score sheet: Language Assessment H. Douglas Brown, 2018-03-16 Language Assessment: Principles and Classroom Practices is designed to offer a comprehensive survey of essential principles and tools for second language assessment. Its first and second editions have been successfully used in teacher-training courses, teacher certification curricula, and TESOL master of arts programs. As the third in a trilogy of teacher education textbooks, it is designed to follow H. Douglas Brown's other two books, Principles of Language Learning and Teaching (sixth edition, Pearson Education, 2014) and Teaching by Principles(fourth edition, Pearson Education, 2015). References to those two books are made throughout the current book. Language Assessment features uncomplicated prose and a systematic, spiraling organization. Concepts are introduced with practical examples, understandable explanations, and succinct references to supportive research. The research literature on language assessment can be quite complex and assume that readers have technical knowledge and experience in testing. By the end of Language Assessment, however, readers will have gained access to this not-so-frightening field. They will have a working knowledge of a number of useful, fundamental principles of assessment and will have applied those principles to practical classroom contexts. They will also have acquired a storehouse of useful tools for evaluating and designing practical, effective assessment techniques for their classrooms. |
| classroom assessment scoring system class score sheet: Classroom Assessment Dr Craig Mertler, 2016-09-13 • Provides detailed information on · the functions of assessment; · how to construct, administer, and interpret the results of teacher-developed assessment techniques; and · how to interpret the results of externally developed instruments such as standardized tests. • Both traditional and newer, alternative assessment techniques are covered. • Advantages and disadvantages of each assessment technique are discussed. • A companion website helps both instructors and students obtain additional information on topics of special interest to them. • Numerous examples of the principles and procedures make it easy for students to understand the material. • The highly practical nature of this book stems from the focus on how assessment intertwines with other everyday activities in classrooms. • Measurement theory and computational procedures that are unlikely to be used by classroom teachers are de-emphasized, producing a textbook that provides comprehensive coverage without being unnecessarily technical. |
| classroom assessment scoring system class score sheet: Infant/toddler Environment Rating Scale Thelma Harms, Debby Cryer, Richard M. Clifford, 2003 The ITERS-R is a thorough revision of the widely used program quality assessment instrument, The Infant/Toddler Environment Rating Scale. Designed for use in center-based child care programs for infants and toddlers up to 30 months of age, the ITERS-R can be used by program directors for supervision and program improvement, by teaching staff for self-assessment, by agency staff for monitoring, and in teacher training programs. The established reliability and validity of the scale make it particularly useful for research and program evaluation. Book jacket. |
| classroom assessment scoring system class score sheet: Running Records Marie M. Clay, 2000 This is a brief exploration of running records, explaining why to use them, how they relate to teaching, and how to administer them. |
| classroom assessment scoring system class score sheet: How is Child Care Quality Measured? Florencia López Boo, María Caridad Araujo, Romina Tomé, 2016-02-11 This toolkit is designed to be a resource for researchers and technical staff of any discipline, working for governments and institutions interested in measuring and monitoring the quality of child care centers serving infants ages 0 to 3 years (36 months). |
| classroom assessment scoring system class score sheet: Developmental Reading Assessment Joetta Beaver, Mark A. Carter, 2003 Gives middle school teachers a range of tools to help monitor literacy behavior continuously as they teach, as well as conduct periodic assessments for accountability. Intended to guide teachers' ongoing observations of student's progress within a literature-based reading program. |
| classroom assessment scoring system class score sheet: Creative Curriculum Teaching Strategies, Gryphon House, Delmar Thomson Learning, 1988-01-01 The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice. |
Classroom Assessment Scoring System (CLASS) 101
Understand what the CLASS tool measures. Understand how the DECE uses CLASS data. Know what to expect before, during, and after a CLASS observation. Learn how CLASS results are …
Classroom Assessment Scoring System (CLASS) 103
CLASS 103- Objectives. . Understand why the Instructional Support Domain is important. Discuss what effective interactions may look like in the Concept Development, Quality Feedback and …
Classroom Assessment Scoring System (CLASS) 104 A
• What to expect before, during, and after a CLASS assessment • What resources are available to support you • How teacher-child interactions contribute to child outcomes
Classroom Assessment Scoring System (CLASS)
The Classroom Assessment Scoring System (CLASS) is a classroom observation tool developed at the University of Virginia’s Curry School of Education. It aims to provide a common lens and …
Classroom Assessment Scoring System (CLASS) and the …
Classroom Assessment Scoring System (CLASS) and the Pyramid Model. The CLASS Pre-K (ages 3 to 5) tool assesses teacher–child interactions through a 2- 3 hour observation cycle.
Classroom Assessment Scoring System® (CLASS®) Birth …
Classroom Assessment Scoring System® (CLASS®) Birth-to-Five Tools Alignment & Summaries. There are 3 versions of the CLASS® tool used in Virginia’s birth-to-five classrooms: Infant, …
Classroom Assessment Scoring System Class Score Sheet
Implementing a well-designed classroom assessment scoring system, complemented by a practical class score sheet, is crucial for efficient grading and insightful student assessment. By carefully …
Classroom Assessment Scoring System Class Score …
Classroom Assessment Scoring System (CLASS) Manual, Toddler Karen M. La Paro,Bridget K. Hamre,Robert C. Pianta,2012 This manual includes detailed descriptions of the 8 CLASS Toddler …
Classroom Assessment Scoring System Score Sheet
The book is divided in four sections: (I) Assessment goals and frameworks, (2) Assessing conceptual understanding of statistical ideas, (3) Innovative models for classroom assessments, …
Classroom Assessment Scoring System™ (CLASS™)
The Classroom Assessment Scoring System™ (CLASS™) is an observational tool that provides a common lens and language for classroom interactions that boost student learning.
The CLASS Protocol for Classroom Observations - Bill
The Classroom Assessment Scoring System (CLASS) is an observational protocol based on years of educational and developmental research demonstrating that daily interactions between teachers …
CLASS Scoring Guide - Teachstone
CLASS™ Scoring Guide CLASS scoring can feel overwhelming at first, but don’t worry—it gets easier with practice. This scoring guide outlines basic scoring procedures and provides you with …
Classroom Assessment Scoring System Class Score Sheet
Classroom Assessment Scoring System (CLASS) Manual, Toddler Karen M. La Paro,Bridget K. Hamre,Robert C. Pianta,2012 This manual includes detailed descriptions of the 8 CLASS Toddler …
Classroom Assessment Scoring System (CLASS) What is …
What is CLASS? CLASS is a set of age specific instruments that a program can use to measure interactions between teachers and children in a classroom or group setting.
Classroom Assessment
CLASS Webinar Series-Scope & Sequence Title Description • Why the DECE uses the CLASS tool CLASS 101 • What the CLASS tool measures • What to expect before, during, and after a CLASS …
Positive affect 1 2 3 4 5 6 7 Positive communication Respect
CLASSROOM ASSESSMENT SCORING SYSTEM . Title: Scoring Sheet Author: Naomi Sloan Created Date: 20080604202705Z ...
Crosswalk of the Pre-K Classroom Assessment Scoring …
DRAFT Tools of the Mind - Pre-K Classroom Assessment Scoring System® (CLASS®) Alignment I. Introduction of Alignment - Tools of the Mind and CLASS Common Features between the Two …
Table of Contents - Bold Goals Coalition
In this report we discuss the ways in which the Classroom Assessment Scoring System© (CLASS: Pianta, La Paro, & Hamre, 2008) can help states, counties, districts, and programs take steps …
Center ofTeaching andLearning CASTL forAdvanced Study
Using Classroom Observation to Gauge Teacher Effectiveness: Classroom Assessment Scoring System (CLASS) Bridget K. Hamre, Ph.D. Center for Advanced Study of Teaching and Learning …
CLASS Scoring tips - Teachstone
CLASS Scoring Trouble-Shooting Guide & Tips. Initially CLASS scoring can feel overwhelming. But, don’t worry! It does get easier with practice. Here are a few suggestions to help you become …
Classroom Assessment Scoring System (CLASS) 101
Understand what the CLASS tool measures. Understand how the DECE uses CLASS data. Know what to expect before, during, and after a CLASS observation. Learn how CLASS results are communicated to programs.
Classroom Assessment Scoring System (CLASS) 103
CLASS 103- Objectives. . Understand why the Instructional Support Domain is important. Discuss what effective interactions may look like in the Concept Development, Quality Feedback and Language Modelling dimensions. Discuss strategies for improving interactions in each of these dimensions. Domains. Dimensions.
Classroom Assessment Scoring System (CLASS) 104 A
• What to expect before, during, and after a CLASS assessment • What resources are available to support you • How teacher-child interactions contribute to child outcomes
Classroom Assessment Scoring System (CLASS) - Arlington …
The Classroom Assessment Scoring System (CLASS) is a classroom observation tool developed at the University of Virginia’s Curry School of Education. It aims to provide a common lens and language focused on classroom interactions that encourage student learning.
Classroom Assessment Scoring System (CLASS) and the …
Classroom Assessment Scoring System (CLASS) and the Pyramid Model. The CLASS Pre-K (ages 3 to 5) tool assesses teacher–child interactions through a 2- 3 hour observation cycle.
Classroom Assessment Scoring System® (CLASS®) Birth-to …
Classroom Assessment Scoring System® (CLASS®) Birth-to-Five Tools Alignment & Summaries. There are 3 versions of the CLASS® tool used in Virginia’s birth-to-five classrooms: Infant, Toddler, and PreK.
Classroom Assessment Scoring System Class Score Sheet
Implementing a well-designed classroom assessment scoring system, complemented by a practical class score sheet, is crucial for efficient grading and insightful student assessment. By carefully selecting your scoring method, crafting a user-
Classroom Assessment Scoring System Class Score Sheet …
Classroom Assessment Scoring System (CLASS) Manual, Toddler Karen M. La Paro,Bridget K. Hamre,Robert C. Pianta,2012 This manual includes detailed descriptions of the 8 CLASS Toddler dimensions administration procedures and
Classroom Assessment Scoring System Score Sheet
The book is divided in four sections: (I) Assessment goals and frameworks, (2) Assessing conceptual understanding of statistical ideas, (3) Innovative models for classroom assessments, and (4) Assessing understanding of probability.
Classroom Assessment Scoring System™ (CLASS™)
The Classroom Assessment Scoring System™ (CLASS™) is an observational tool that provides a common lens and language for classroom interactions that boost student learning.
The CLASS Protocol for Classroom Observations - Bill
The Classroom Assessment Scoring System (CLASS) is an observational protocol based on years of educational and developmental research demonstrating that daily interactions between teachers and students are central to students’ academic and social development.
CLASS Scoring Guide - Teachstone
CLASS™ Scoring Guide CLASS scoring can feel overwhelming at first, but don’t worry—it gets easier with practice. This scoring guide outlines basic scoring procedures and provides you with tips and reminders to help you become more fluent in CLASS scoring.
Classroom Assessment Scoring System Class Score Sheet
Classroom Assessment Scoring System (CLASS) Manual, Toddler Karen M. La Paro,Bridget K. Hamre,Robert C. Pianta,2012 This manual includes detailed descriptions of the 8 CLASS Toddler dimensions, administration procedures, and
Classroom Assessment Scoring System (CLASS) What is …
What is CLASS? CLASS is a set of age specific instruments that a program can use to measure interactions between teachers and children in a classroom or group setting.
Classroom Assessment
CLASS Webinar Series-Scope & Sequence Title Description • Why the DECE uses the CLASS tool CLASS 101 • What the CLASS tool measures • What to expect before, during, and after a CLASS assessment • What resources are available to support you • How staff-child interactions contribute to child outcomes
Positive affect 1 2 3 4 5 6 7 Positive communication Respect
CLASSROOM ASSESSMENT SCORING SYSTEM . Title: Scoring Sheet Author: Naomi Sloan Created Date: 20080604202705Z ...
Crosswalk of the Pre-K Classroom Assessment Scoring …
DRAFT Tools of the Mind - Pre-K Classroom Assessment Scoring System® (CLASS®) Alignment I. Introduction of Alignment - Tools of the Mind and CLASS Common Features between the Two Tools • Both are observational measures • Both are used to assess and improve classroom practices • Both are research-based Distinct and Complementary Features
Table of Contents - Bold Goals Coalition
In this report we discuss the ways in which the Classroom Assessment Scoring System© (CLASS: Pianta, La Paro, & Hamre, 2008) can help states, counties, districts, and programs take steps toward improving the quality of early childhood education (ECE) …
Center ofTeaching andLearning CASTL forAdvanced Study
Using Classroom Observation to Gauge Teacher Effectiveness: Classroom Assessment Scoring System (CLASS) Bridget K. Hamre, Ph.D. Center for Advanced Study of Teaching and Learning University of Virginia. Overview of Presentation. Classroom observation as one tool for measuring and improving teacher effectiveness.
CLASS Scoring tips - Teachstone
CLASS Scoring Trouble-Shooting Guide & Tips. Initially CLASS scoring can feel overwhelming. But, don’t worry! It does get easier with practice. Here are a few suggestions to help you become more fluent in CLASS scoring. The most important preparation work you can do …
