Thinking Like a Teacher Using Observational Assessment to Improve Teaching and Learning

by Meisels, Samuel J.; Harrington, Helen L.; McMahon, Patricia; Dichtelmiller, Margo L.; Jablon, Judy R.

• ISBN13: 9780205331758
• ISBN10: 0205331750
• Edition: 1st
• Format: Paperback
• Copyright: 2001-09-28
• Publisher: Pearson

Summary

Based on the Work-Sampling System, this book provides directions and worksheets so that teachers can effectively use observational assessments to gauge students' learning in a variety of grades and subjects.Thinking like a Teacher will help prospective teachers connect child development, instruction, and curriculum to teaching, learning, and assessment. It will help prospective teachers gain a sense of what to teach, what to look for while observing students, what to document about children's learning, and how to assess the impact of one's personal performance and achievement. The book contains more than 40 hands-on assignments that form a basis for continuing professional exploration.For pre-service and in-service educators.

Table of Contents

Preface	vii
Acknowledgments	ix
The Work Sampling System and Teacher Preparation	1	(11)
Model of Teacher Preparation	1	(1)
Teaching and Assessment	2	(1)
Performance Assessment	3	(1)
The Work Sampling System	4	(3)
The Work Sampling System and Teacher Preparation	7	(1)
How This Book is Organized	8	(1)
Getting the Most out of this Book	9	(3)
References	9	(3)
Observing Learners and Learning	12	(45)
Introduction of Observation and the Guidelines	12	(3)
Learning How to Observe Learners and Learning	15	(12)
What Does It Mean to Observe? [In-Class Assignment]	17	(2)
Learning Goals, Children's Activities, and Teaching Philosophy: Guides to Classroom Observation [In-Class Assignment]	19	(2)
How Do Children Show What They Know? [In-Class Assignment]	21	(2)
Descriptions, Interpretations, and Values [Out-of-Class and Field Assignment]	23	(2)
Observing and Interacting [Field Assignment]	25	(2)
Learning How to Conduct Focused Observations	27	(9)
Becoming Familiar with the Developmental Guidelines [In-Class Assignment]	29	(2)
Observing for Indicators of Learning [Out-of-Class and Field Assignment]	31	(3)
Understanding the Multiple Ways Learning is Represented [Field Assignment]	34	(2)
Becoming Systematic Observers	36	(10)
Thinking about Aspects of Learning [In-Class Assignment]	38	(2)
When is the Evidence Sufficient? [Out-of-Class and Field Assignment]	40	(3)
Managing Systematic Observations [In-Class and Field Assignment]	43	(2)
A Teacher's Journal [Field Assignment]	45	(1)
Conducting Unbiased Observations	46	(9)
How Clearly Do Teachers See Their Students? [In-Class Assignment]	48	(2)
Becoming More Aware of Biases [In-Class Assignment]	50	(2)
Learning to Recognize Our Own Biases by Writing an Educational Life History [Out-of-Class Assignment]	52	(2)
Controlling Biases [Field Assignment]	54	(1)
Summary	55	(2)
References	56	(1)
Documenting Meaningful Learning	57	(41)
Introduction	57	(2)
Connecting Teaching, Learning, and Assessment	59	(10)
Connecting Teaching, Learning, and Assessment [In-Class Assignment]	61	(2)
How Curriculum Materials Support Learning [Out-of-Class Assignment]	63	(2)
The Relationship between Instructional Tasks and Learning [Field Assignment]	65	(4)
Illuminating Learning with Portfolios	69	(8)
Comparing Achievement Tests and Performance Assessment [In-Class Assignment]	71	(2)
Learning about Learners through Portfolios [Out-of-Class Assignment]	73	(2)
How Portfolios Work in Classrooms [Field Assignment]	75	(2)
Identifying Areas of Learning and Core Items	77	(8)
Identifying Areas of Learning [In-Class Assignment]	79	(2)
Identifying Core Items [In-Class Assignment]	81	(2)
Meaningful Learning [Field Assignment]	83	(2)
Documenting Learning	85	(11)
Children's Work as a Reflection of Learning [In-Class Assignment]	87	(2)
Learning to Write Commentary [Out-of-Class Assignment]	89	(2)
Learning about Work from the Perspective of the Learner [Field Assignment]	91	(5)
Summary	96	(2)
References	97	(1)
Assessing Learning	98
Introduction	98
Reflecting on Evaluation	101
Evaluating Performance	102
Structuring Assessment and Evaluating Learning [In-Class Assignment]	104
A Critical Review of a Summary Report [Out-of-Class Assignment]	107
Capturing Learning [Field Assignment]	109
Writing Narratives	111
Capturing Student Learning with Narrative Reports [In-Class Assignment]	113
Beginning to Write Narratives [Out-of-Class Assignment]	116
Writing Narratives [Field Assignment]	117
Communicating with Families	118
Reflecting on the Process through Role Play [In-Class Assignment]	120
From the Families' Perspective [Out-of-Class Assignment]	122
From the Teacher's and Child's Perspective [Field Assignment]	124
Instructional Assessment as an Aspect of Responsible Teaching	126
Learning about Learners through Assessment [In-Class Assignment]	128
Biases in Assessment Methods [Out-of-Class Assignment]	131
Assessment in Classrooms [Field Assignment]	133
Summary	135
References	136
Appendixes
Appendix A Glossary of Terms	138
Appendix B The Work Sampling System	140
Appendix C Approaches to Classroom Observation	144
Appendix D Organization of the Developmental Guidelines	151
Appendix E Core Items and Areas of Learning	153
Appendix F Examples of Completed Summary Reports	176