NCTM Assessment Resources for Professional Learning Communities: A Practical Guide

  • NCTM Assessment Resources for Professional Learning Communities: A Practical Guide

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    Product Details

    Stock # 14093
    ISBN # 978-0-87353-685-1
    Published 08/01/2012
    Pages 55

    See What's Inside

    Table of Contents (PDF)
    Preface (PDF)
    Read an Excerpt (PDF)

    Product Description

    Today’s emphasis on standards and high stakes testing has made assessment, both formative and summative, a critical part of every class room. To help teachers better understand and effectively use assessment, this book draws from the numerous assessment resources published by the National Council of Teachers of Mathematics (NCTM) in recent years. Each title in NCTM’s assessment series addresses a different area of expertise. By combining the information from NCTM’s various books, the authors have designed dynamic, relevant professional development sessions for teachers to build a better understanding of what constitutes a comprehensive assessment system.

    The NCTM resources cited not only promote the need for the ongoing use of formative assessment but also provide the data teachers need to understand the intricacies of large-scale, summative assessments such as the National Assessment of Educational Progress (NAE), the Trends in Mathematics and Science Study (TIMSS), individual state assessment, and standardized tests. This highly practical, comprehensive guide combines NCTM’s wealth of knowledge from experts in the fields of formative and summative assessment with research-based data and offers a library for understanding both formative and summative assessment.

    The book includes:
    Three PLC Community Afternoon Sessions on Assessment
    Seven Ongoing, Two-Hour Formative Assessment Sessions
    Two-Day Professional Development Sessions
    Two-Hour Stand-Alone Sessions
    Case studies
    Suggestion Discussion Topics
    Rich and classroom-tested tasks
    Research cited in research sections
    About the Author: Anne M. Collins is the Director of Mathematics Programs at Lesley University and the former director of Partnerships Promoting Student Achievement in Mathematics at the Boston College Mathematics Institute. She served as an adjunct professor at Boston College Lynch School of Education. She is the series editor for NCTM's Assessment Sampler Series, and the author of Using Classroom Assessment to Improve Student Learning published by NCTM, and co-author of Zeroing in on Number and Operation, Grades Pk-K, published by Stenhouse Publishers. A long time member of the National Council of Teachers of Mathematics (NCTM), the National Association of Supervisors of Mathematics (NCSM) she is a regular presenter at both annual and regional NCTM conferences, and the annual NCSM, ATMIM, and ATMNE conferences.