图书简介
For years, educators have turned to the Hess Cognitive Rigor Matrices (CRM) when it comes to assessment. Now for the first time, the modules are packaged into one resource to help teachers evaluate the quality and premise of their current assessment system.
Foreword \\ Acknowledgments \\ About the Author \\ Introduction \\ Module 1: Are My Students Thinking Deeply or Just Working Harder? Infusing Rigor Into Instruction and Assessment: Laying the Groundwork for Deeper Learning for All Students \\ 1.1 What Is Cognitive Rigor? \\ 1.2 Developing a Common Understanding of What Cognitive Rigor Is and What It Is Not \\ 1.3 Seven Common Misconceptions About Rigor \\ 1.4 Bloom Meets Webb: Origins of the Hess Cognitive Rigor Matrix \\ Reflections \\ 1.5 Getting Started Applying Your Understanding of Rigor and Deeper Learning \\ Part 2: Support Materials for Module 1 \\ I. A Workshop Plan for Module 1 \\ II. The Hess Cognitive Rigor Tools: About the Tools in This Module \\ III. Strategies and Tools for Professional Developers and Teacher Planning \\ IV. Kid Tools: Resources for Use With Students to Support Deeper Thinking \\ Module 2: Is the Task Appropriate to the Text? Examining and Using Increasingly Complex Texts \\ 2.1 What Makes Texts Complex, and Why Should Every Teacher Care? \\ 2.2 The Thinking Behind the Tools in Module 2 \\ 2.3 Five Key Learnings From a Text Complexity Analysis Process \\ 2.4 Understanding Quantitative and Qualitative Complexity Measures \\ 2.5 Unpacking Overall Text Complexity Using a Qualitative Analysis Approach \\ 2.6 A Detailed Discussion of What to Look for—Eight Qualitative Complexity Factors \\ Reflections \\ Part 2: Support Materials for Module 2 \\ I. A Workshop Plan for Module 2 \\ II. The Hess Text Complexity Tools: About the Tools in This Module \\ III. The Importance of Teaching About Text Structures \\ IV. Sample Instructional Strategies for Teaching About Text Structures \\ V. Sample Text-Based Assessment Strategies \\ Module 3: What Does This Test Really Measure? Designing and Refining High-Quality Assessments for Deeper Learning \\ 3.1 What Is a High-Quality Assessment? \\ 3.2 Assessment Purposes and Use: Formative, Interim, and Summative \\ 3.3 Developing and Refining Rubrics and Scoring Guides \\ 3.4 What Can You Learn From Analyzing Student Work Products? \\ 3.5 Developing Anchor Papers for Performance Tasks and Anchor Sets for Calibration \\ 3.6 Cognitive Labs: An Effective and Efficient Alternative to Piloting New Assessments \\ Cognitive Lab Part 1: Observe and Document—Done While Students Are Working \\ Cognitive Lab Part 2: Small Group Interview \\ Cognitive Lab Part 3A: Interpret Student Work Samples and Make Decisions \\ Cognitive Lab Part 3B: Collaboratively Interpreting Evidence in Student Work \\ 3.7 Guidelines for Creating Task Validation Teams: Analyzing Technical Quality of Assessments \\ Local Assessment Cover Page for Task Validation \\ Analyzing Assessments for Technical Quality: Conducting a Task Validation \\ Reflections \\ Part 2: Support Materials for Module 3 \\ I. A Workshop Plan for Module 3 \\ II. The Hess PLC Tools: About the Tools in This Module \\ III. Strategies and Tools for Professional Developers and Teacher Planning \\ IV. Sample Formative Assessment Strategies \\ V. Sample Performance Assessment Design Strategies \\ Module 4: Where Do I Start, What Do I Teach Next, Which Supports Work Best? Using Learning Progressions as a Schema for Planning Instruction and Measuring Progress \\ 4.1 What Are Learning Progressions (or Learning Trajectories), and How Can They Be Used to Scaffold Instruction and Guide the Design and Use of Assessments of Deeper Learning? \\ 4.2 Four Interrelated Guiding Principles of Learning Progressions \\ 4.3 Standards, Learning Progressions, and Curriculum: How Are They Related? \\ 4.4 Zooming “In” and Zooming “Out” of Learning Progressions: Two Sides to the Same Coin \\ 4.5 Applying the Four Interrelated Guiding Principles to Better Understand a Learning Progression \\ 4.6 Providing System Coherence: Using Learning Progressions for Instructional and Assessment Planning \\ 4.7 Lessons Learned—Using Learning Progressions to Guide Instruction and Change Assessment Practices \\ 4.8 Looking for Increasing Rigor—by Observing Shifts in Teacher and Student Roles \\ 4.9 Suggested Ways to Get Started Using the “Looking for Rigor” Walk-Through Tool #26 \\ Reflections \\ Part 2: Support Materials for Module 4 \\ I. A Workshop Plan for Module 4 \\ II. The Hess LP Tools: About the Tools in This Module \\ III. Strategies and Tools for Professional Developers and Teacher Planning \\ IV. Strategies and Resources for Use With Students \\ Module 5: Is This a Collection of Tests or an Assessment System? Building and Sustaining a Local Comprehensive Assessment System for Deeper Learning \\ 5.1 Rethinking What It Means to Have a Comprehensive Local Assessment System \\ 5.2 Five Indicators of a Comprehensive Local Assessment System \\ 5.3 Multiple Measures and Common Assessments \\ 5.4 What Exactly Are “Common” Assessments and Where Do They Fit in the Local Assessment System? \\ 5.5 Revisiting Alignment From a Systems Perspective \\ 5.6 Interpreting Results From Local Assessment Analyses \\ Reflections \\ Part 2: Support Materials for Module 5 \\ I. A Workshop Plan for Module 5 \\ II. The Hess Alignment Tools: About the Tools in This Module \\ Appendices \\ Appendix A: Summary of Hess Tools to Guide Local Assessment Development, Instructional Planning, and PLC Activities \\ Appendix B: Instructional and Formative Assessment Strategies to Uncover Thinking \\ Appendix C: Troubleshooting Tips When Designing Assessment Items and Tasks \\ Appendix D: Sample “What I Need to Do” Rubrics—Science, ELA, Mathematics, Blank Template \\ Appendix E: Student Profile: Science Inquiry Learning Progression \\ Appendix F: Student Learning Progression Literacy Profile—Grades 7–8 \\ Appendix G: Writing Persuasively Learning Progression (Strand 7, LPF) \\ Appendix H: LPF STRAND 7 (Grades K–2) Sample Lesson Planning Steps Using Learning Progressions \\ Appendix I: An Expanded Glossary for Understanding and Designing Comprehensive Local Assessment Systems \\ References \\ Index
Trade Policy 买家须知
- 关于产品:
- ● 正版保障:本网站隶属于中国国际图书贸易集团公司,确保所有图书都是100%正版。
- ● 环保纸张:进口图书大多使用的都是环保轻型张,颜色偏黄,重量比较轻。
- ● 毛边版:即书翻页的地方,故意做成了参差不齐的样子,一般为精装版,更具收藏价值。
关于退换货:
- 由于预订产品的特殊性,采购订单正式发订后,买方不得无故取消全部或部分产品的订购。
- 由于进口图书的特殊性,发生以下情况的,请直接拒收货物,由快递返回:
- ● 外包装破损/发错货/少发货/图书外观破损/图书配件不全(例如:光盘等)
并请在工作日通过电话400-008-1110联系我们。
- 签收后,如发生以下情况,请在签收后的5个工作日内联系客服办理退换货:
- ● 缺页/错页/错印/脱线
关于发货时间:
- 一般情况下:
- ●【现货】 下单后48小时内由北京(库房)发出快递。
- ●【预订】【预售】下单后国外发货,到货时间预计5-8周左右,店铺默认中通快递,如需顺丰快递邮费到付。
- ● 需要开具发票的客户,发货时间可能在上述基础上再延后1-2个工作日(紧急发票需求,请联系010-68433105/3213);
- ● 如遇其他特殊原因,对发货时间有影响的,我们会第一时间在网站公告,敬请留意。
关于到货时间:
- 由于进口图书入境入库后,都是委托第三方快递发货,所以我们只能保证在规定时间内发出,但无法为您保证确切的到货时间。
- ● 主要城市一般2-4天
- ● 偏远地区一般4-7天
关于接听咨询电话的时间:
- 010-68433105/3213正常接听咨询电话的时间为:周一至周五上午8:30~下午5:00,周六、日及法定节假日休息,将无法接听来电,敬请谅解。
- 其它时间您也可以通过邮件联系我们:customer@readgo.cn,工作日会优先处理。
关于快递:
- ● 已付款订单:主要由中通、宅急送负责派送,订单进度查询请拨打010-68433105/3213。
本书暂无推荐
本书暂无推荐