000			04267nam a2200469 a 4500
999			_c921 _d921
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005			20230608011207.0
006			m d
007			cr n
008			110516s2011 inua sb 001 0 eng d
010			_a 2011018662
020			_a9781935542148 (pbk)
040			_aDLC _cJCRC
100	1		_aCooper, Damian.
245	1	0	_aRedefining Fair : _bHow to Plan, Assess, and Grade for Excellence in Mixed-Ability Classrooms / _cDamian Cooper; with a foreword by Michael Fullan.
250			_a1st ed.
260			_aBloomington, IN : _bSolution Tree Press, _c2011.
300			_ax, 189 p. : _bill. ; _c26 cm.
500			_aThe publisher's website includes free resources such as printable reproducibles and Study Guides (free registration required).
504			_aIncludes bibliographical references and index.
505			_a"In these times of changing demographics and new insight into how students learn, differentiated instructions and assessments are widely acknowledged as necessary. Outdated beliefs about fairness stand in the way of effective classroom implementation, however. Damian Cooper looks closely as that assumptions and realities, and provides solutions that are clear, comprehensive, engaging-and fair. Redefining Fair also shows K-12 teachers and administrators how to: _t- Respond to resistance to the new assessment methods; _t- Handle curriculum overload and plan a curriculum that focuses on essential skills; _t- Ensure that report cards convey essential information clearly to parents and students. " (Book Cover)
505			_aTABLE OF CONTENTS
505			_aChapter 1: Why is Differentiation Essential Today _tTeacher Readiness to Implement Differentiated _tThree Case Studies
505			_aChapter 2: What Does "Fair" Mean in Mixed-Ability Class _tDebunking the Bell Curve _tCountering Resistance in the Classroom
505			_aChapter 3: How Should Curriculum and Assessment Connect in Mixed-Ability Class _tPlanning with the End in Mind _tEssential Learning Versus Coverage of Everything
505			_aChapter 4: How Should I Access Students' Needs in the Mixed-Ability Class _tOn What Basis Should Teachers Differentiate Instruction
505			_aChapter 5: What Does Excellence Look Like in the Mixed-Ability Class _tTeacher Training _tThe Standards Movement _tDefining Excellence _tCreating the Conditions for Excellence to Thrive
505			_aChapter 6: How Should I Access Learning in Mixed-Ability Class _tUnderstanding the Relationship Between Assessment for Learning and Assessment of Learning Scaffolding and Assessment _tThe Negative Impact of Scores and Grades
505			_aChapter 7: How Should Assessment and Instruction Connect in the Mixed-Ability Class _tBeginning with Students' Strength and Deficits _tEmpowering Students _tThe Differentiated Lesson: Begin With a Common Plan _tScaffolding: Why, Who, What, When, How
505			_aChapter 8: How Should Assessment Be Matched to Students' Need _tPlanning Assessment Tasks With Students in Mind _tAssessing Essential Learning _tBalanced Assessment: Write, Do, and Say _tAssessment Tools that Encourage Learning
505			_aChapter 9: How Do I Grade Learning in the Mixed-Ability Class _tWhen to Use Norm-Referenced Grading _tWhen to Use Criterion-Referenced Grading _tWhen to Use Self-Referenced Grading _tWhat Are the Attributes of High-Quality Grades _tPrinciples for Sound and Supportive Grading
505			_aChapter 10: How Can I Report Effectively to Students in the Mixed-Ability Class to Their Parents. What Are Parents Looking For. _tClarity about the Meaning of Grades on Report Cards _tCan Grades Communicate Both Progress and Achievement _tReporting for Students with Special Needs
505			_aEpilogue
650		0	_aMixed ability grouping in education _zUnited States.
650		0	_aLearning ability.
650		0	_aClassroom management _zUnited States.
700			_aFullan, Michael
856	4	0	_uhttps://www.solutiontree.com/products/redefining-fair.html _zPublisher's Website.
856	4	0	_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991044942909805161 _zCheck the UO Library catalog.
942			_2z _cBK