{"title":"Education - Evaluation \u0026 Assessment","description":"","products":[{"product_id":"dream-school-finding-the-college-thats-right-for-you-9781668056202","title":"Dream School: Finding the College That's Right for You","description":"\u003cb\u003eFrom the \u003ci\u003eNew York Times\u003c\/i\u003e bestselling author of \u003ci\u003eWho Gets In and Why\u003c\/i\u003e, a \u003c\/b\u003e\u003cb\u003emust-have playbook for families coping with a more stressful era of startling low admission rates and sky-high prices--one that widens the aperture beyond the Top 25 schools and connects students, parents, and counselors with quality, affordable choices.\u003c\/b\u003e \u003cp\u003e\u003c\/p\u003eAttending college has long been a rite of passage for millions of teens and a bedrock of the American dream. But that well-worn path has lately taken a wrong turn, denying admission even to super-achievers and putting intolerable stress on family finances. 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You get to learn and grow in ways that will amaze you. You get to write your own story. \u003cp\u003e\u003c\/p\u003e So what do you want your college story to be? \u003cp\u003e\u003c\/p\u003e As a student, you have the opportunity every day to search for patterns in your actions, learn from them and use them to make the most of your life experiences, now and in the future. To do that, you need a solid understanding of where and when you're at your best: your strengths. \u003cp\u003e\u003c\/p\u003e \u003ci\u003eCliftonStrengths for Students\u003c\/i\u003e will help you discover and develop your strengths -- and reach your full potential. \u003cp\u003e\u003c\/p\u003e This book includes an access code to take the CliftonStrengths assessment. After you take the assessment, you'll get a list of your top five themes of talent, which are the themes you lead with. 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She was a principal investigator for the national study on Cost, Quality and Child Outcomes in Child Care Centers, continued those interests in the European Child Care and Education Study, and has studied the effects of providing continuity of caregiver to infants and toddlers. She is the lead co-author of a curriculum called \"All About Preschoolers.\" She regularly provides consultation on establishing quality rating and improvement systems. Dr. Cryer frequently lectures and provides training on the scales, both in the United States and internationally.\u003c\/p\u003e\u003cp\u003e \u003cstrong\u003eRichard M. Clifford\u003c\/strong\u003e, Senior Scientist Emeritus, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill\u003c\/p\u003e\u003cp\u003eDr. Clifford has written and consulted extensively on child and family policy issues with special emphasis on the role of government in the provision of early childhood services. 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Written by two seasoned experts-a veteran school nurse administrator and a former state-level school nurse consultant-this book offers practical tools and deep insight into supporting students with health conditions that impact learning.\u003c\/p\u003e \u003cp\u003eAs more students enter schools with chronic and complex medical needs, school nurses are vital members of special education teams. 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At James Madison University, he works with pre-service teachers, getting them ready to enter their own classrooms. He actively pursues his research interests including the science of learning, the design and measurement of classroom environments that promote student engagement, interest and engagement in STEM disciplines, specialized STEM high schools, interventions for low socioeconomic populations, college and university laboratory schools, and the translation of American education pedagogy in international schools. The work of John and his colleagues has been presented to the United State Congress, the Governor of Virginia, various Cabinet Members, the Virginia Senate, the United States Department of Education, and even the Office of Science and Technology Policy at The White House. John holds a Doctoral Degree in Science Education from the University of Virginia, a Master's Degree in Teaching with an emphasis in Gifted and Special Education, and a Bachelor's Degree, with Honors, in Physics and Mathematics. \u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eKara Vandas \u003c\/strong\u003eworks with districts and schools around the country to implement processes and practices that best support student learning. She is the co-author of Partnering with Students: Building Ownership of Learning. Her areas of focus in professional learning include Visible Learning Plus, Visible Learning Literacy, Instructional Coaching, High Impact Instruction, Common Formative Assessment 2.0, Learning Intentions \u0026amp; Success Criteria, Co-constructing Success Criteria, and Partnering with Students: Building Ownership of Learning. Over the course of her career in education, Kara has worked as a teacher, teacher leader, trainer, and program developer. 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In sharing lessons, anecdotes, and cautionary tales from his own experiences revamping assessment procedures in the classroom, Dueck offers a variety of practical strategies for ensuring that grades measure what students know without punishing them for factors outside their control; critically examining the fairness and effectiveness of grading homework assignments; designing and distributing unit plans that make assessment criteria crystal-clear to students; creating a flexible and modular retesting system so that students can improve their scores on individual sections of important tests.\u003c\/p\u003e\u003cp\u003e\u003cem\u003eGrading Smarter, Not Harder\u003c\/em\u003e is brimming with reproducible forms, templates, and real-life examples of grading solutions developed to allow students every opportunity to demonstrate their learning. 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She has worked on developing Math Workshops and Guided Math Institutes around the country; visit her website at www.drnickinewton.com. She is also an avid blogger (www.guidedmath.wordpress.com), tweeter (@drnickimath), and Pinterest pinner (www.pinterest.com\/drnicki7).\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eAnn Elise Record\u003c\/strong\u003e has been an educator for over 18 years as a classroom teacher, math coach and specialist, adjunct faculty member of Plymouth State University, and, currently, as a national speaker and independent math consultant. She can be found on Facebook (www.facebook.com\/groups\/2022849141262766\/) facilitating the Math Running Records group as well as on Twitter (@AnnEliseRecord). \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eDr. Alison J. 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They provide 75 formative assessment strategies and show teachers how to use them to inform instructional planning and better meet the needs of all students. Research shows that formative assessment has the power to significantly improve learning, and its many benefits include: \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eStimulation of metacognitive thinking\u003c\/li\u003e\n\u003cli\u003eIncreased student engagement\u003c\/li\u003e\n\u003cli\u003eInsights into student thinking\u003c\/li\u003e\n\u003cli\u003eDevelopment of a discourse community\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eThe authors also provide important guidance with each technique, including usage tips and caveats, implementation examples, and suggested modifications. 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Several of her books have received prestigious awards in educational publishing. She has authored numerous journal articles and contributed to several book chapters. She is a frequent invited speaker at regional, national, and international conferences on the topic of formative assessment in science, understanding students' (and teachers') thinking, and teaching for conceptual understanding.\u003c\/p\u003e \u003cp\u003ePrior to leaving the classroom to work at the Maine Mathematics and Science Alliance in 1996, Page taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level, serving two terms as President of the Maine Science Teachers Association and NSTA District II Director 1995-1998 and NSTA Executive Board member (prior to the Board and Council restructuring in 1997). She received the Presidential Award for Excellence in Secondary Science Teaching in 1992 and the Milken National Distinguished Educator Award in 1993.\u003c\/p\u003e \u003cp\u003eSince leaving the classroom in 1996, her work in leadership and professional development has been nationally recognized. In 2008 she was elected the 63rd President of the National Science Teachers Association (NSTA), the world′s largest organization of K-12, university, and informal science educators. In 2009 she received the National Staff Development Council's (now Learning Forward) . In 2013 she received the Outstanding Leadership in Science Education award from the National Science Education Leadership Association (NSELA) and in 2018, The Distinguished Service to Science Education Award from NSTA. She has served as an adjunct instructor at the University of Maine, was a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, was a science literacy leader for the AAAS\/Project 2061 Professional Development Program, and served on several national advisory boards. She has a strong interest in global science education and has led science\/STEM education delegations to South Africa (2009), China (2010), India (2012), Cuba (2014), Iceland (2017), Panama (2018), and Costa Rica (2019).\u003c\/p\u003e \u003cp\u003ePrior to entering the teaching profession, Page was a research assistant for immunogeneticist, Dr. Leonard Shultz, at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences\/pre-veterinary studies from the University of New Hampshire and her Masters degree in Science Education from the University of Maine. In her spare time she enjoys travel, reading, photography, fiber art, and dabbles in modernist cooking and culinary art. A Maine resident for almost 40 years, Page and her husband currently reside in Fort Myers, FL and Wickford, RI. Page can be contacted at pagekeeley@gmail.com or through her web site at www.uncoveringstudentideas.org\u003c\/p\u003e\u003cbr\u003e \u003cp\u003e\u003cb\u003eCheryl Rose Tobey \u003c\/b\u003eis a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for \u003ci\u003eFormative Assessment in the Mathematics Classroom: Engaging Teachers and Students\u003c\/i\u003e (FACETS) and a mathematics specialist for \u003ci\u003eDifferentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students\u003c\/i\u003e (DPD); both projects are funded by the National Science Foundation (NSF). 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She is the coauthor of six published Corwin books, including seven books in the \u003ci\u003eUncovering Student Thinking \u003c\/i\u003eseries (2007, 2009, 2011, 2013, 2014), two \u003ci\u003eMathematics Curriculum Topic Study \u003c\/i\u003eresources (2006, 2012), and \u003ci\u003eMathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning \u003c\/i\u003e(2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.\u003c\/p\u003e\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Page D. Keeley \/ Paperback \/ English","offer_id":48685084442781,"sku":"9781412968126","price":49.66,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_96452dda-12b2-4c5b-a675-742090c647ed.jpg?v=1784714325"},{"product_id":"student-led-assessment-promoting-agency-and-achievement-through-portfolios-and-conferences-9781416632597","title":"Student-Led Assessment: Promoting Agency and Achievement Through Portfolios and Conferences","description":"\u003cp\u003eThe single greatest authority on student learning is the student doing the learning-but the right structures must be in place for students' voices to be clearly heard and truly valued.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eConventional formative and summative assessment are most often conducted through one-size-fits-all quizzes and tests that yield narrow, predetermined categories of data about students' academic progress. But if we want a truly accurate look at what, how, and to what extent students are learning, who better to consult than the obvious experts on the matter: the students themselves.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eIn this lively and comprehensive guide, veteran teacher and author Starr Sackstein provides the tools needed to help students compile and present evidence of learning through portfolios and student-led conferences-from templates and rubrics to personal testimonials, reflection questions, and activities. \u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eThe book features \u003c\/p\u003e\u003cp\u003e- Forms-applicable across grade levels and content areas-for unpacking standards, co-constructing success criteria with students, evaluating current classroom practices, and more. \u003c\/p\u003e\u003cp\u003e- Real-life perspectives and scenarios from educators in the field who have embraced portfolios and student-led conferences over standardized tests and letter grades. \u003c\/p\u003e\u003cp\u003e- Practical, experience-based guidance for building classroom and schoolwide learning cultures that promote both learner agency and academic achievement.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eThe resources, recommendations, and reflections in \u003cem\u003eStudent-Led Assessment\u003c\/em\u003e allow educators at all levels to develop systems and protocols for ensuring student ownership of-and pride in-their own hard-won achievement.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Starr Sackstein\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e ASCD\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 01\/03\/2024\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 192\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.83lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 9.90h x 7.90w x 0.60d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781416632597\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eSackstein, Starr:\u003c\/i\u003e\u003c\/b\u003e - \u003cp\u003e\u003cstrong\u003eStarr Sackstein\u003c\/strong\u003e is the COO of Mastery Portfolio, an EdTech start-up, and a veteran educator. She started her teaching career at Far Rockaway High School in the early 2000s, eager to make a difference. Quickly learning to connect with students, she recognized the most important part of teaching: building relationships. She worked as the director of humanities for West Hempstead Public Schools in West Hempstead, New York, and completed her advanced leadership certification at SUNY New Paltz. Before her leadership role, Sackstein was a UFT Teacher Center coordinator and ELA teacher at Long Island City High School in New York. She also spent nine years at World Journalism Preparatory School in Flushing, New York, as a high school English and journalism teacher, where her students ran the multimedia news outlet WJPSnews.com.\u003c\/p\u003e\u003cp\u003eIn 2011, the Dow Jones News Fund honored Starr as a Special Recognition Adviser, and in 2012, \u003cem\u003eEducation Update\u003c\/em\u003e recognized her as an outstanding educator. In her last school-based position, Sackstein threw out grades, teaching students that learning isn't about numbers but about developing skills and articulating growth.\u003c\/p\u003e\u003cp\u003eSackstein is a National Board-Certified educator as well as certified as a Master Journalism Educator by the Journalism Education Association (JEA), for which she served as New York State Director from 2010 to 2016. She is the author or coauthor of many books, including but not limited to \u003cem\u003eFrom Teacher to Leader: Finding Your Way as a First-Time Leader Without Losing Your Mind, Teaching Mythology Exposed: Helping Teachers Create Visionary Classroom Perspective\u003c\/em\u003e, and \u003cem\u003ePeer Feedback in the Classroom: Empowering Students to Be the Experts.\u003c\/em\u003e You can learn more about all her published works on her Amazon page or her website, MsSackstein.com.\u003c\/p\u003e\u003cp\u003eAt speaking engagements around the world, Starr speaks about blogging, journalism education, bring your own device policies, and throwing out grades, which she also highlighted in a recent TEDx talk titled \"A Recovering Perfectionist's Journey to Give Up Grades.\" In 2016, she was named one of ASCD's Emerging Leaders, and in 2022, she was included in the inaugural class of ASCD's Champions in Education. In recent years, Sackstein has spoken internationally in Paris, Barcelona, India, Canada, Dubai, and South Korea on a variety of topics from assessment reform to technology-enhanced language instruction.\u003c\/p\u003e\u003cp\u003eShe began consulting full-time with the Core Collaborative in 2019, working with teams on assessment reform, and bringing student voice to the front of all classroom learning. It is through her affiliation with the Core Collaborative that Sackstein became the publisher with Mimi and Todd Press, helping other authors share their voices around making an impact for students.\u003c\/p\u003e\u003cp\u003eBalancing a busy career of writing and educating with being the mom of Logan is a challenging adventure. Seeing the world through his eyes reminds her why education needs to change for every child. 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Data-driven techniques and new tools will guide you in improving collaboration and student engagement throughout the assessment process. Teams can use the ideas, templates, and protocols in this practitioner-friendly resource.\u003c\/p\u003e \u003cbr\u003e\u003cb\u003eK-12 educators will: \u003c\/b\u003e \u003cul\u003e \u003cli\u003eIdentify successful assessment tools for implementation\u003c\/li\u003e \u003cli\u003eUnderstand the role of assessments in advancing student learning\u003c\/li\u003e \u003cli\u003eReflect on assessment processes and the standards driving instruction\u003c\/li\u003e \u003cli\u003eAccess a wide variety of assessment designs and strategies for guiding collaboration\u003c\/li\u003e \u003cli\u003eUtilize data-driven jump-start resources and templates that suit their teams' needs\u003c\/li\u003e\n\u003c\/ul\u003e \u003cbr\u003e\u003cb\u003eContents: \u003c\/b\u003e \u003cbr\u003eForeword by Robert Eaker \u003cbr\u003eIntroduction \u003cbr\u003eChapter 1: Getting Started as a Collaborative Team \u003cbr\u003eChapter 2: Setting the Stage for Common Formative Assessments \u003cbr\u003eChapter 3: Essential Standards--Determining Priorities for Student Learning \u003cbr\u003eChapter 4: Achieving Collective Clarity With the Unwrapping Process \u003cbr\u003eChapter 5: Designing Quality Common Formative Assessments \u003cbr\u003eChapter 6: Going Deeper--Advanced Processes for Designing Assessments \u003cbr\u003eChapter 7: Now What? 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