I am a 94 year old un-retired poet, teacher, and consultant with a long career of teaching. I have published a number of books for teachers and students as well as five poetry collections.
This is a book published in 1992 by Heinemann , not a paper.
They just took it off their listi... more This is a book published in 1992 by Heinemann , not a paper.
They just took it off their listings this past year..
Assessment and evaluation are probably the most difficult - if not the most controversial - chall... more Assessment and evaluation are probably the most difficult - if not the most controversial - challenges teachers face. There are no easy answers, nor is there a programme to follow - the foundation of assessment and evaluation is an understanding of the philosophy of transactional teaching and learning. Kathleen and James Strickland's book provides such an understanding enabling teachers to devise and manage assessment strategies that truly meet the needs of their students. "Reflections on Assessment" provides middle and secondary teachers with a comprehensive picture of what can be a complex subject - from definitions and history to practical suggestions and political implications. It looks at the theory that drives student-centred assessment and evaluation, and examines practical strategies teachers can use to "make it work" in a system still based on behaviourist principles. Classroom examples are integrated throughout to help teachers in their teaching, grading, communication with parents, and presentation of ideas to other teachers and school boards. To illustrate points, the Stricklands include stories of teachers who have used a variety of strategies and techniques to: drive curriculum and teaching; assess and evaluate within the constraints of district and state mandates; and grade students in a way that is consistent with student-centred learning. "Reflections on Assessment" fills an important need for more philosophical and practical information on assessment. It should be a valuable tool for both practising and preservice teachers.
Assessment and evaluation are probably the most difficult - if not the most controversial - chall... more Assessment and evaluation are probably the most difficult - if not the most controversial - challenges teachers face. There are no easy answers, nor is there a programme to follow - the foundation of assessment and evaluation is an understanding of the philosophy of transactional teaching and learning. Kathleen and James Strickland's book provides such an understanding enabling teachers to devise and manage assessment strategies that truly meet the needs of their students. "Reflections on Assessment" provides middle and secondary teachers with a comprehensive picture of what can be a complex subject - from definitions and history to practical suggestions and political implications. It looks at the theory that drives student-centred assessment and evaluation, and examines practical strategies teachers can use to "make it work" in a system still based on behaviourist principles. Classroom examples are integrated throughout to help teachers in their teaching, grading, communication with parents, and presentation of ideas to other teachers and school boards. To illustrate points, the Stricklands include stories of teachers who have used a variety of strategies and techniques to: drive curriculum and teaching; assess and evaluate within the constraints of district and state mandates; and grade students in a way that is consistent with student-centred learning. "Reflections on Assessment" fills an important need for more philosophical and practical information on assessment. It should be a valuable tool for both practising and preservice teachers.
The second statewide direct writing assessment was conducted for grade eight by the California As... more The second statewide direct writing assessment was conducted for grade eight by the California Assessment Program (CAP) in the spring of 1988. Each student wrote an essay in response to 1 of 45 prompts (writing tasks) representing 6 types of writing: autobiographical incident, report of information, problem solution, evaluation, story, and firsthand biography. A total of 294,859 essays were scored at 6 regional scoring sites by 384 teachers; this number includes a 5% sample of papers that was double-scored for reliability studies. Approximately 96% of the students who took the essay test comprehended the writing tasks and responded to the topic. Scores were assigned for rhetorical effectiveness, special, features (such as coherence or elaboration), and conventions. Results revealed that most students wrote adequate or marginally adequate essays (62%), some wrote exceptionally well (12%), and others wrote poorly (22%). Eighth graders were most competent at reporting information, less competent at writing autobiography and firsthand biography, and least able to write a story and to produce the two kinds of persuasive writing. Also, students exhibited better control of conventions than of rhetorical strategies. Overall, students' scores increased. Recommendations for school administrators, teachers, and parents are included. (KEH)
Abstract: Based on the premise that the primary ways individuals make sense of the world is throu... more Abstract: Based on the premise that the primary ways individuals make sense of the world is through observation, analysis, imagination, and feeling, this work suggests that through the use of graphics, students can experience these functions as they interact with reading and ...
This is a book published in 1992 by Heinemann , not a paper.
They just took it off their listi... more This is a book published in 1992 by Heinemann , not a paper.
They just took it off their listings this past year..
Assessment and evaluation are probably the most difficult - if not the most controversial - chall... more Assessment and evaluation are probably the most difficult - if not the most controversial - challenges teachers face. There are no easy answers, nor is there a programme to follow - the foundation of assessment and evaluation is an understanding of the philosophy of transactional teaching and learning. Kathleen and James Strickland's book provides such an understanding enabling teachers to devise and manage assessment strategies that truly meet the needs of their students. "Reflections on Assessment" provides middle and secondary teachers with a comprehensive picture of what can be a complex subject - from definitions and history to practical suggestions and political implications. It looks at the theory that drives student-centred assessment and evaluation, and examines practical strategies teachers can use to "make it work" in a system still based on behaviourist principles. Classroom examples are integrated throughout to help teachers in their teaching, grading, communication with parents, and presentation of ideas to other teachers and school boards. To illustrate points, the Stricklands include stories of teachers who have used a variety of strategies and techniques to: drive curriculum and teaching; assess and evaluate within the constraints of district and state mandates; and grade students in a way that is consistent with student-centred learning. "Reflections on Assessment" fills an important need for more philosophical and practical information on assessment. It should be a valuable tool for both practising and preservice teachers.
Assessment and evaluation are probably the most difficult - if not the most controversial - chall... more Assessment and evaluation are probably the most difficult - if not the most controversial - challenges teachers face. There are no easy answers, nor is there a programme to follow - the foundation of assessment and evaluation is an understanding of the philosophy of transactional teaching and learning. Kathleen and James Strickland's book provides such an understanding enabling teachers to devise and manage assessment strategies that truly meet the needs of their students. "Reflections on Assessment" provides middle and secondary teachers with a comprehensive picture of what can be a complex subject - from definitions and history to practical suggestions and political implications. It looks at the theory that drives student-centred assessment and evaluation, and examines practical strategies teachers can use to "make it work" in a system still based on behaviourist principles. Classroom examples are integrated throughout to help teachers in their teaching, grading, communication with parents, and presentation of ideas to other teachers and school boards. To illustrate points, the Stricklands include stories of teachers who have used a variety of strategies and techniques to: drive curriculum and teaching; assess and evaluate within the constraints of district and state mandates; and grade students in a way that is consistent with student-centred learning. "Reflections on Assessment" fills an important need for more philosophical and practical information on assessment. It should be a valuable tool for both practising and preservice teachers.
The second statewide direct writing assessment was conducted for grade eight by the California As... more The second statewide direct writing assessment was conducted for grade eight by the California Assessment Program (CAP) in the spring of 1988. Each student wrote an essay in response to 1 of 45 prompts (writing tasks) representing 6 types of writing: autobiographical incident, report of information, problem solution, evaluation, story, and firsthand biography. A total of 294,859 essays were scored at 6 regional scoring sites by 384 teachers; this number includes a 5% sample of papers that was double-scored for reliability studies. Approximately 96% of the students who took the essay test comprehended the writing tasks and responded to the topic. Scores were assigned for rhetorical effectiveness, special, features (such as coherence or elaboration), and conventions. Results revealed that most students wrote adequate or marginally adequate essays (62%), some wrote exceptionally well (12%), and others wrote poorly (22%). Eighth graders were most competent at reporting information, less competent at writing autobiography and firsthand biography, and least able to write a story and to produce the two kinds of persuasive writing. Also, students exhibited better control of conventions than of rhetorical strategies. Overall, students' scores increased. Recommendations for school administrators, teachers, and parents are included. (KEH)
Abstract: Based on the premise that the primary ways individuals make sense of the world is throu... more Abstract: Based on the premise that the primary ways individuals make sense of the world is through observation, analysis, imagination, and feeling, this work suggests that through the use of graphics, students can experience these functions as they interact with reading and ...
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Papers by Fran Claggett
They just took it off their listings this past year..
It was listed by Fran Claggett with Joan Brown.
They just took it off their listings this past year..
It was listed by Fran Claggett with Joan Brown.