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Sale Book (Mar 2008)

Making Standards Useful in the Classroom

by Robert J. Marzano and Mark W. Haystead

Table of Contents

References

Ainsworth, L. (2003a). Power standards: Identifying the standards that matter most. Denver, CO: Advance Learning Press.

Ainsworth, L. (2003b). Unwrapping the standards: A simple process to make standards manageable. Denver, CO: Advance Learning Press.

Ainsworth, L., & Viegut, D. (2006). Common formative assessments. Thousand Oaks, CA: Corwin.

Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–75.

Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill.

Carnevale, A. P., Gainer, L. J., & Meltzer, A. S. (1990). Workplace basics: The essential skills employers want. San Francisco: Jossey-Bass.

Farkas, S., Friedman, W., Boese, J., & Shaw, G. (1994). First things first: What Americans expect from public schools. New York: Public Agenda.

Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53(3), 199–208.

Glaser, R., & Linn, R. (1993). Foreword. In L. Shepard, Setting performance standards for student achievement (pp. xiii–xiv). Stanford, CA: National Academy of Education, Stanford University.

Hattie, J. (1984). An empirical study of various indices for determining unidimensionality. Multivariate Behavioral Research, 19, 49–78.

Hattie, J. (1985). Methodology review: Assessing the unidimensionality of tests and items. Applied Psychological Measurement, 9(2), 139–164.

Kendall, J. S., & Marzano, R. J. (2000). Content knowledge: A compendium of standards and benchmarks for K–12 education (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Lord, F. M. (1959, June). Problems in mental test theory arising from errors of measurement. Journal of the American Statistical Association, 54(286), 472–479.

Marzano, R. J. (2002). Identifying the primary instructional concepts in mathematics: A linguistic approach. Centennial, CO: Marzano & Associates.

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J. (2004). Workshop materials. Centennial, CO: Marzano & Associates.

Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Kendall, J. S., & Cicchinelli, L. F. (1998). What Americans believe students should know: A survey of U.S. adults. Aurora, CO: Mid-continent Regional Education Laboratory.

Marzano, R. J., Kendall, J. S., & Gaddy, B. B. (1999). Essential knowledge: The debate over what American students should know. Aurora, CO: Mid-continent Regional Education Laboratory.

National Commission on Excellence in Education. (1983, April). A nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Ohio Department of Education. (2001). Academic content standards: K–12 mathematics. Columbus, OH: Author.

Oklahoma State Department of Education. (2005). Pocket pass for science: Priority academic student skills: Grades 6–8. Oklahoma City, OK: Author.

Reeves, D. B. (2002). Holistic accountability: Serving students, schools, and community. Thousand Oaks, CA: Corwin.

Secretary's Commission on Achieving Necessary Skills. (1991). What work requires of schools: A SCANS report for America 2000. Washington, DC: U.S. Department of Labor.

Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Copyright © 2008 by Association for Supervision and Curriculum Development. All rights reserved. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.

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