Healthier Testing Made Easy (Edutopia, 2006)
by Grant Wiggins
“Increasing formative assessment is the key to improvement on tests of all
kinds, including traditional ones ….”
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article...
Urban African-American middle school science students:
Does standards-based teaching make a difference?
Jane Butler Kahle, School of Education and Allied Professions, Miami University
Judith Meece, School of Education, University of North Carolina at Chapel Hill
Kathryn Scantlebury, Department of Chemistry and Biochemistry, University of Delaware
Analyses indicate that teachers who frequently used standards-based teaching practices positively influenced urban, African-American students' science achievement and attitudes, especially for boys. Additionally, teachers' involvement in Ohio's statewide systemic initiative professional development was positively related to the reported use of standards-based teaching practices in the classroom.
The findings support the effectiveness of high-quality professional development to change teaching practices and to enhance student learning.
© 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1019-1041, 2000. Project funded by the National Science Foundation.
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