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December 2007/January 2008 | Volume 65 | Number 4
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Marge Scherer
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Carol Ann Tomlinson
A master educator describes how she came to view assessment as a partnership between teacher and students.
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Stephen Chappuis and Jan Chappuis
Ready-made external tests cannot substitute for the observation and questioning that teachers use to plan next steps.
Robert J. Sternberg
Worthy assessments drive students to value being creative, analytical, practical, and wise.
Thomas R. Guskey
What happens after assessment? Effective correctives include tutoring, cooperative teams, and alternative texts.
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Dylan Wiliam
Teacher learning communities can help educators transform their day-to-day practice.
Paul Bambrick-Santoyo
How one district used data from interim assessments to improve achievement.
Chris W. Gallagher and Suzanne Ratzlaff
Nebraska shows how a system of local assessments can make all the difference.
Susan M. Brookhart
How to make your feedback helpful and heard by students.
Heidi Andrade
By examining their own works in progress, students understand how they can improve.
Douglas Fisher, Maria Grant, Nancy Frey and Christine Johnson
Hoover High faculty worked together on everything from developing pacing guides to analyzing test items.
Paul E. Barton
A good accountability system must measure both gain and performance on end-of-year tests, this author urges.
Susan Christopher
Effective homework is the rehearsal before the final event.
Maja Wilson
Ideally, writing assessment requires a meeting of two minds.
Jane L. David
Introducing a new research column
Thomas R. Hoerr
Douglas B. Reeves
W. James Popham
Amy M. Azzam
Mark Overmeyer
Steve Gardiner
Teresa Preston
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