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The article provides a checklist for educators to use to determine if an assessment is truly brain-based. The checklist includes questions about whether the assessment acknowledges individual differences, allows for multiple correct responses, and provides feedback to support ongoing learning. Educators are encouraged to use the checklist to ensure assessments are accurately gauging a student's knowledge and aligned with how the brain naturally learns new information.
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This document is a note to users informing them that this is the best reproduction available of the original document. It cautions that the quality of the reproduction depends on the quality of the copy submitted. Issues like broken print, poor quality illustrations, bleed-through, margins, and alignment can negatively impact the reproduction. It also notes what will be included if any pages are missing from an incomplete manuscript or if unauthorized copyright material had to be removed. The reproduction is protected from unauthorized copying under US copyright law.
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Attia7
The article provides a checklist for educators to use to determine if an assessment is truly brain-based. The checklist includes questions about whether the assessment acknowledges individual differences, allows for multiple correct responses, and provides feedback to support ongoing learning. Educators are encouraged to use the checklist to ensure assessments are accurately gauging a student's knowledge and aligned with how the brain naturally learns new information.
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Attia7
- 1. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Marks of brain-based assessment: A practical checklist Weber, Ellen National Association of Secondary School Principals. NASSP Bulletin; May 1998; 82, 598; ProQuest Central pg. 63
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