Making Standards Useful in the Classroom
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About
Has the standards movement in the United States led to improved classroom instruction and effective assessment? In too many cases, the answer is no. As authors Robert J. Marzano and Mark W. Haystead explain, two major reasons account for this situation: state and national standards documents typically identify far more content than teachers can actually teach during a school year, and the standards are not written in a manner that supports effective instruction and assessment.
Table of contents
Dedication
Unpacking Standards and Designing Measurement Topics
A Scale Format for Measurement Topics
A Formative Assessment System Using Measurement Topics
Grades and Report Cards Using Measurement Topics
About the authors
Mark W. Haystead is Director of Technology and Senior Data Analyst for Marzano & Associates in Centennial, Colorado. He performs and manages the company's standards evaluation work, helping schools and districts refine their standards with attention toward making them more useful for classroom teachers. Haystead has worked with schools and districts in six states. He earned a bachelor's degree in Information Technology from University of Phoenix. Address: 7127 S. Danube Court, Centennial, CO 80016 USA. Telephone: (303) 796-7683. E-mail: mhaystead@marzanoandassociates.com.