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Houston, Tex.
March 21-23, 2015
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2015 ASCD Annual Conference and Exhibit Show

70th ASCD Annual Conference and Exhibit Show

March 21–23, 2015, Houston, Tex.

Discover new ideas and practical strategies that deliver real results for students.

 

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How to Use Standards in the Classroom

by Douglas E. Harris, Judy F. Carr, Tim Flynn, Marge Petit and Susan Rigney

Table of Contents

Chapter 4. Aligning Products and Performances

In Chapter 3 you learned a process that helps develop or modify learning-teaching activities and units of study based on standards. At this point you're ready to focus on student products and performances as evidence of the learning that results from those activities and units.

You need evidence to document student progress toward standards. Products and performances may be thought of as sources of evidence; these documents, artifacts, demonstrations, and interactions provide proof of each student's progress in attaining the unit's standards. Products and performances may be categorized as (a) written, (b) visual, (c) oral or aural, (d) built and made, or (e) as combinations of these categories. See Figure 4.1 for examples of products and performances.

 

This book is not a member benefit, but sample chapters have been selected for your perusal.

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