Dr. Fred C. Lunenburg, www.nationalforum, NATIONAL FORUM JOURNALS, Houston, Texas, Dr. William Allan Kritsonis, Editor-in-Chief
www.nationalforum.com
Dr. Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Motivational characteristics of e-learning studentsKatarina Karalic
My research paper on the role of motivation in e-learning context. The study has confirmed that if students have mastery motivational orientation and are learning with combined classroom+remote virtual methodology will report better results and higher overall satisfaction.
My research paper was included in the European Distance and E-learning Network (EDEN) publication revisiting research, innovation and professional practice in distance and e-learning.
This paper was presented on EDEN (European Distance and E-learning Network) 2006 Annual Conference, E-competences for Life, Employment and Innovation, 14-17 June 2006, Vienna, University of Technology, Austria, Proceedings – ISBN 963 06 0063 3, Pages 320-324.
Motivational characteristics of e-learning studentsKatarina Karalic
My research paper on the role of motivation in e-learning context. The study has confirmed that if students have mastery motivational orientation and are learning with combined classroom+remote virtual methodology will report better results and higher overall satisfaction.
My research paper was included in the European Distance and E-learning Network (EDEN) publication revisiting research, innovation and professional practice in distance and e-learning.
This paper was presented on EDEN (European Distance and E-learning Network) 2006 Annual Conference, E-competences for Life, Employment and Innovation, 14-17 June 2006, Vienna, University of Technology, Austria, Proceedings – ISBN 963 06 0063 3, Pages 320-324.
Secondary School Students Attitude towards Junior School Certificate (JSC) Ex...Md. Mehadi Rahman
The study investigates secondary students’ attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students’ attitude towards JSC examination. JSC exam had increased students’ both
quality of study and study time, enhanced students’ creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students’ normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh
Secondary School Students Attitude towards Junior School Certificate (JSC) Ex...Md. Mehadi Rahman
The study investigates secondary students’ attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students’ attitude towards JSC examination. JSC exam had increased students’ both
quality of study and study time, enhanced students’ creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students’ normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh
Student Freedom of Speech, Student Expression, Pickering and other cases, Censsorship of Student Publications, Due Process, Discrimination, Diversity, Multicultural Issues, Personnel Administration
Dr. William Allan Kritsonis, School Law, Drug Testing, Student Dress and Grooming, Search and Seizure in Public Schools, Privacy Issues, Due Process, Discrimination, Diversity, Legal Procedures, Rights of Students and Employees
Dr. Fred C. Lunenburg[1]. environmental hazards in america's schools focus v4...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com
Dr. Fred C. Lunenburg, Escalation of Commitment - Published in the INTERNAT...William Kritsonis
Dr. Fred C. Lunenburg, Escalation of Commitment - Published in the INTERNATIONAL JOURNAL OF MANAGEMENT, BUSINESS, AND ADMINISTRATION - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Our partner the Diocese of Marsabit many of this group close to death - abandoned by their community because they are HIV positive. With the diocese's help, they are now stronger, and have been given boats and fishing nets to earn a living. A real success story.
Dr. Fred C. Lunenburg - measurement and assessment in schools schooling v1 n1...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum, NATIONAL FORUM JOURNALS, Houston, Texas, Dr. William Allan Kritsonis, Editor-in-Chief,
www.nationalforum.com
National Refereed Journals
RtI/MTSS SPE 501-Spring 2021 Module 6 Adapted Assignment
Progress Monitoring Summary:
Step One:
Review all components of the IRIS Module on Progress Monitoring :IRIS
Step Two:
Write a three page typewritten double spaced summary of the Progress Monitoring process. Your summary does not need to include citations, just a clear summarization that shows your understanding of the process. Your summary should include the following points of the progress monitoring process.
A description of:
· The role of formative assessments
· The role of progress monitoring
· How progress monitoring measures are chosen
· The role of the graph of progress (hint: a goal line and a trend line (student’s progress) should be mentioned here)
· How data based instructional decisions are made
· How progress is communicated to pertinent staff and parents.
Step Three: RTI/MTSS Assignment - 501
The role of formative assessments is; this type of assessment occurs during instruction, that allows the teachers to decide if students are learning as the material distributed to the class. This intended process of assessing as learning is happening which permits teachers to adjust to the necessary instruction to meet the learning needs of their students.
Formative assessments provide vital information regarding a student's progress toward particular learning objectives, her comprehension of skills or material being taught and any misinformation she has.
This assessment permits teachers to make informed decisions about when to revise or reteach material or skills or to adjust instruction. Also it identifies students who are constantly struggling.
Progress monitoring is a kind of formative assessment that is utilized within the elementary, middle and highschool environment. Progress monitoring permits teachers to;
⦁ "Frequently and constantly evaluate student learning.
⦁ Monitor the effectiveness of their instruction
⦁ Make instructional changes to improve student's academic progress."
There are two kinds of progress monitoring; mastery measurement (MM) and general outcome measurement (GOM) which is often referred to as a curriculum based measurement (CBM).The (GOM) model is most commonly used for progress monitoring. Even Though, scores from reading measures evaluate a student's progress, the results aren't used to assign grades. When students' reading skills improve, so will their scores involving reading measures as well. Initially, the scores are low at the beginning of the year and scores progress over a period of time, which suggest they are learning.
There are many benefits to utilizing the (GOM). The role of progress monitoring also includes;
⦁ "Monitor student progress over time
⦁ Determine if the current instruction is assisting students to learn.
⦁ Determine if students are making adequate progress toward their learning goals
⦁ Identify students who aren't progressing adequate toward thei ...
Would you like to read more education research papers like the one summarized above on Educational Assessment issues? If so view more at: http://www.bestessayservices.com/blog/sample-education-research-paper-on-educational-assessment-issues/
1st 2.5 pages of the paper highlighted in yellow. You job is to .docxvickeryr87
1st 2.5 pages of the paper highlighted in yellow
. You job is to complete the Tier 1,2 and 3 sections and conclusion
Through School counseling all students receive a dedicated counseling program to help with their college, career, life and economical competencies. With the idea of students having a clear school and life balance from issues that could hinder their success, academic goals will be achieved at a higher level. Ms. Caudillo at the Luskin Academy goes beyond the call of duty to provide students with counseling guidance. Luskin Academy has three full-time counselors working on the school site. The caseload for Ms. Caudillo is 255 students which consist of 11th and 12th grade students. Mr. Blake is the 10th grade counselor and has approximately 140 students. Ms. Gutierrez is the 9th grade counselor and has about 142 students. Ms. Caudillo has served as a lead counselor for the past eight years. The Luskin academy has a great counseling program, however there is still areas of growth and improvement that can achieve an even higher level of excellence. This paper will examine in depth the essential growth areas and the tier model to address the areas that need attention.
The Luskin Academy uses The American School Counselor Association (ASCA) National Model are school counseling programs which are collaborative efforts that benefit the students, teachers, administrators, and the community (“ASCA National Model,” 2012). One-way Luskin Academy aligns with the ASCA National Model is by following the student to counselor ratio recommended in the ASCA National Model Framework. According to the ASCA (2012), “To achieve maximum program effectiveness, the American School Counselor Association recommends a school counselor to student ratio of 1:250 and that school counselors spend 80 percent or more of their time in direct and indirect services to students” (p. 10). The counselors at Luskin Academy have a counselor to student ratio of 1:255. This is beneficial because it allows counselors to provide their students with the time, they need to ensure their needs are met.
A second way Luskin Academy aligns with the ASCA National Model Framework are the systems in place to ensure the students, and various stakeholders benefit from the school counseling program. Ms. Caudillo states the school counseling system is comprehensive because it focuses on career, social, and college/academics. The ASCA framework says an effective school counseling program is one that is comprehensive and ensures students receive equitable access to both opportunities and a rigorous curriculum that allows students full participation in the educational process (“ASCA,” 2012). Ms. Caudillo believes that the school’s comprehensive counseling program is providing students with equitable assess, which is crucial for students who attend school in a low-income area.
Luskin Academy calls for a comprehensive counseling program providing equitable access by w.
The phrase "teaching to the test" commonly means the practice of using a state-mandated test as a guide in deciding what to teach and how to teach it. However, this simple definition understates the complexity of the issue. On one hand, teaching to the test can be a case of the tail wagging the dog, where the needs of the test becomes more important than the teaching. It can even indicate an attempt to subvert the testing process, to beat the system. But seen in a positive light, teaching to the test can describe purposeful efforts to teach students knowledge and skills that have been established as important and included in mandated standards and assessments.
Why has this become an important issue?
Almost every state now has mandated tests for students. More and more, test scores are used for accountability-to make decisions about school accreditation, staff job security or pay, and student promotion and graduation. As the tests have became more high-stakes, the practice of teaching to the test has also increased dramatically. School personnel want their students to succeed and show what they know on the tests, and they often feel pressure to use any means available to raise scores. However, while families and the general public are demanding higher standards and higher scores, there is increasing concern, sometimes very vocally expressed, that the time and effort spent teaching to the test is educationally shortchanging students.
What's wrong with teaching to tests?
There's nothing wrong with teaching the general content and skills included on a test, as long as the test is assessing the "right" things and asking students to demonstrate their knowledge in ways that parallel real-world applications. The problem often develops when a test does not match standards for what students should know and be able to do, covers a very narrow set of objectives from the broader base of knowledge and skills included in standards, or includes mostly items that focus on recall of isolated facts. In cases such as these, both experts and practicing educators fear that teaching to the test may:
- narrow or distort the curriculum;
- emphasize use of short-term over long-term memory;
- discourage creative thinking;
When is teaching to the test appropriate?
In general, the better the test, the more it can be used as a guide for good instruction. There is much less controversy about teaching to the test when the test itself:
- reflects solid content standards;
- assesses a broad range of knowledge and skills;
How can we teach to the test the right way?
- Legitimate teaching to the test is not instruction targeted at specific items that will appear on the test, or that appeared on last year's version. Instruction can, however, appropriately be targeted to the general content and skills that will be assessed.
Source: https://ebookschoice.com/teaching-to-the-test/
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Dr. Fred C. Lunenburg - reporting to parents and families schooling v1 n1 2010
1. SCHOOLING
VOLUME 1, NUMBER 1, 2010
1
Reporting to Parents and Families
Fred C. Lunenburg
Sam Houston State University
ABSTRACT
Informing parents and family of a student’s progress in school is an important
function of school personnel. School newspapers, monthly newsletters, parent-
teacher conferences, and teacher and principal visits to the home are methods used
to inform the home of school activities and student progress. The report card is
another method. The value of such reports is unquestionable. In this paper, I discuss
the difficulties in assigning grades and review some methods of reporting student
progress to parents and family.
Keywords: community, family, grading, parents, reporting, student progress
The educational program of a school is limited by the amount of cooperation it
receives from the home (Olender, 2010). Students are not educated by removing them
from all of their activities for six hours each day and causing them to study English,
mathematics, social studies, and science. They are educated as they live. This places a
demand on the school to be interested in the whole of the student's life—her interests at
home, her interests in the community, and her abilities and talents demonstrated in school
and in all of the interrelated activities of the school community (Lunenburg & Irby,
2006). The more congruence there is among the student's school life, home life, and
community life, the more nearly the student will be accomplishing the fulfillment of a
true education (Cox-Petersen, 2011; Epstein, 2011). School newspapers, monthly
newsletters, parent-teacher conferences, and teacher and principal visits to the home are
methods used to inform the home of school activities and student progress. The report
card is another method of informing parents of the child's progress in school (Guskey &
Bailey, 2010).
The value of such reports is unquestionable (Lunenburg & Ornstein, 2008). The
time and effort involved becomes one of the biggest clerical tasks the teacher must
perform. In addition to recording school grades on the report cards, the teacher must
devise a system for rating each pupil that is fair, accurate, and consistent (Guskey &
Bailey, 2010; Marzano, 2010). Following, I examine the difficulties in grading and
methods of reporting grades to parents and families.
2. SCHOOLING
2_____________________________________________________________________________________
Difficulties in Grading
There are several fundamental difficulties teachers experience in assigning grades
to students. First, there is the variability of these measures from teacher to teacher.
Research has shown that teachers vary in their grading of the same test, as much as four
grade levels. That is, a sample of teachers rated a high school essay test from A to D
(O’Connor, 2009). With more careful preparation of examinations and training of
examiners, the reliability and validity of grades can be markedly improved (Gallavan,
2009a,b).
Not only do grades teachers assign to students show great variability, but they
also do not measure the same kind of accomplishment as do standardized achievement
tests in the same subject (Popham, 2010a,b; Stiggins, 2008). Teachers' grades are an
undefined composite into which enter estimates of effort and attitude. Thus, in addition to
recording scholarship, grades usually include the teacher's personal feelings and reactions
to the pupil. Standardized tests, on the other hand, provide a measure of achievement or
aptitude not subject to personal bias. By definition, a standardized achievement test is a
series of questions designed to provide a systematic sample of performance, administered
in accordance with uniform (standard) directions, scored according to definite (standard)
rules, and interpreted in reference to normative (standard) information (Popham,
2010a,b). Furthermore, administration and scoring of standardized tests are determined so
precisely that the same procedures could be conducted at different times and places. Both
standardized tests and teacher grades are of significance in understanding the student, and
neither should be eliminated as appraisal tools (Salend, 2009; Stiggins, 2008).
Second, relatively few schools have a reliable aptitude or IQ score for all of their
students. Without this information, it is difficult for teachers to estimate a student's
achievement in relation to his ability. Appraisals of students must somehow attempt to
relate achievement and ability to determine if the student is performing up to his potential
or beyond it.
Third, there appears to be different grading policies in operation at various
educational levels: elementary school, middle school, high school. For example, at the
elementary school level, a child's achievement may be judged in terms of her own ability,
whereas in secondary schools a student may be graded on a strictly competitive basis.
Finally, new approaches to educational assessment, in particular, constructed
response, performance testing, and portfolio assessment provide a full range of
alternatives to traditional testing methods (Belgrad, Burke, & Fogarty, 2008; McMillan,
2008; Salend, 2009). These new approaches are useful in all types of large-scale testing
programs, including classroom use. In order to implement these new approaches
effectively, however, teacher training will be necessary (Bulach, Lunenburg, & Potter,
2008).
Methods of Reporting Grades
Over the years, a number of methods of reporting grades to parents have evolved.
In view of the aforementioned difficulties existing in various degrees in different
3. FRED C. LUNENBURG
_____________________________________________________________________________________3
communities, grading systems will vary with the situation. A few of the more common
methods of measuring school progress follow (Guskey, 2009; Guskey & Bailey, 2010;
Marzano, 2010; McMillan, 2008).
Percentage Method
The percentage method is one of the oldest. Student ratings are based on a scale
that ranges from zero to 100. For example, a mathematics test contains ten problems. If
all problems are answered correctly, the student would receive 100 percent. If half of the
problems were performed correctly, the student would receive 50 percent. Each test given
during a marking period would be averaged to determine an overall percentage grade for
the period. The percentage method is difficult to use. There are so many points along the
scale that the teacher must make fine discrimination among a class of students.
Letter Method
The letter method offers more flexibility in determining a student's grade. A letter
grade on a five-point scale is commonly used: A, B, C, D and F. To make these letters
understandable, two practices have arisen. First, the letters are interpreted in terms of
percentages, where, for instance, A = 90 to 100, B = 80 to 89, C = 70 to 79, D = 60 to 69,
and F = any mark below 60. Second, definite standards are established for each of the
five letter grades. For example, standards for an A might be (1) always hands work in on
time, (2) completes all work assigned in a creditable manner, (3) completes more than the
assigned work, (4) shows some creativity in mastering the work assigned, and (5) has an
excellent record of attendance. Successively lower standards can be established for the
remaining letter-grade categories.
Descriptive Method
Letters to or conferences with parents are used in place of percentages or letter
grades in the descriptive method. Descriptive statements can also be used to supplement
the aforementioned estimates of achievement with explanations of the meaning of the
grades, or other open-ended information supplied.
Percentile Method
A percentile score of 72 means that 72 percent of all students on whose test
scores the scale is based have scores lower than the examinee. The percentile method is
frequently used in interpreting standardized achievement test scores. The principle reason
for using the percentile is that it enables the parent to know just where the child ranks in
the group.
4. SCHOOLING
4_____________________________________________________________________________________
Three-Group Method
The three-group method involves reporting the student's achievement as "above
average," "average," and "below average." The definition of these terms is based on the
percentile technique. If a student rates among the middle 50 percent of his class group, he
is considered an average student. This includes all students between the 25 and 75
percentiles. "Above average" means, therefore, that the student is in the upper quartile of
his group. "Below average" means that he is in the lower fourth of the group.
Rank Method
The rank method indicates whether the student is first, second, or any position in
her group. Most high schools rank their graduating seniors in this way. Some colleges
and universities use rank in class as one criteria for admission. Parents of students in a
college-bound track often want to know how their child ranks in the group.
T-Score Method
Like the percentile score, the T-score method is very difficult to interpret. The T-
score represents one-tenth of the standard deviation of the scores for the group
considered. The T-score is not based on the class group or on a grade group, but instead
on a local or national norm for an entire age group. These scores are more prevalent when
reporting standardized achievement test data to parents than when reporting school
grades.
Each method of reporting student progress to parents has merit. A school must
decide, in light of all the factors, what type of report to adopt. Ideally, the best kind of
report appears to be the descriptive account supplemented by quantitative estimates of
achievement, aptitude, and personality.
Conclusion
Teachers experience several fundamental difficulties in assigning grades to
students. First, not only is there variability of these measures from teacher to teacher but
also teacher grades do not measure the same kind of accomplishment as do standardized
achievement tests in the same subject. Second, relatively few schools have a reliable
aptitude or IQ score for all of their students. Without this information, it is difficult for
teachers to estimate a student’s achievement in relation to his ability. Third, different
grading policies appear to be in operation at various educational levels: elementary,
middle school, and high school. Finally, new approaches to educational assessment
provide a full range of alternatives to traditional testing methods.
Several methods of reporting grades to parents and family exist. A few of the
more common methods of measuring school progress include, percentage, letter,
descriptive, percentile three-group, rank, and t-score. Each method of reporting student
progress to parents and family has merit.
5. FRED C. LUNENBURG
_____________________________________________________________________________________5
References
Belgrad, S., Burke, K., & Fogarty, R. J. (2008). The portfolio connection: Student work
linked to standards (3rd
ed.). Thousand Oaks, CA: Corwin Press.
Bulach, C., Lunenburg, F. C., & Potter, L. (2008). Creating a culture for high-performing
schools: A comprehensive approach to school reform. Lanham, MD: Rowman
and Littlefield.
Cox-Petersen, A. (2011). Educational partnerships: Connecting schools, families, and
the community. Thousand Oaks, CA: Sage.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators
and improving schools. Boulder, CO: Westview Press.
Gallavan, N. P. (2009a). Developing performance-based assessments, grades K-5.
Thousand Oaks, CA: Corwin Press.
Gallavan, N. P. (2009b). Developing performance-based assessments, grades 6-12.
Thousand Oaks, CA: Corwin Press.
Guskey, T. R. (2009). Practical solutions for serious problems in standards-based
grading. Thousand Oaks, CA: Corwin Press.
Guskey, T. R., & Bailey, J. N. (2010). Developing standards-based report cards.
Thousand Oaks, CA: Corwin Press.
Lunenburg, F. C., & Irby, B. J. (2006). The principalship: Vision to action. Belmont, CA:
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practices (5th
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Marzano, R. (2010). Formative assessment and standards-based grading: Classroom
strategies that work. Bloomington, IN: Solution Tree.
McMillan, J. H. (2008). Assessment essentials for standard-based education. Thousand
Oaks, CA: Corwin Press.
O’Connor, K. (2009). How to grade for learning, K-12 (3rd
ed.). Thousand Oaks, CA:
Corwin Press.
Olender, R. A. (2011). The home-school connection: Forging positive relationships with
parents. Thousand Oaks, CA: Corwin Press.
Popham, W. J. (2010a). Educational assessment: What school leaders need to know.
Thousand Oaks, CA: Corwin Press.
Popham, W. J. (2010b). Classroom assessment: What teachers need to know. Upper
Saddle River, NJ: Prentice Hall.
Salend, S. J. (2009). Classroom testing and assessment for all students. Thousand Oaks,
CA: Corwin Press.
Stiggins, R. (2007). An introduction to student-involved assessment for learning. Upper
Saddle River, NJ: Prentice Hall.