ERIC Number: EJ745461
Record Type: Journal
Publication Date: 2005-Nov
Pages: 5
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0013-1784
EISSN: N/A
Available Date: N/A
Dissolving the Line between Assessment and Teaching
McNamee, Gillian D.; Chen, Jie-Qi
Educational Leadership, v63 n3 p72-76 Nov 2005
McNamee and Chen describe the Bridging assessment system they developed to measure performance on specific learning tasks for pre-K through 3rd-grade students. Bridging assesses an individual student's skill level on learning tasks in five curricular areas: language arts and literacy, visual arts, mathematics, science, and performing arts. The assessment tool includes a detailed 10-level rubric for each task. The authors give examples of how teachers in Head Start classes in Chicago used Bridging to assess particular students and made specific changes in how they taught those students as a result of the assessment. (Contains 1 Figure.)
Descriptors: Performance Based Assessment, Student Evaluation, Early Childhood Education, Classroom Techniques, Teaching Methods, Scoring Rubrics, Educational Strategies, Active Learning, Profiles, Curriculum Based Assessment, Evaluation Methods, High Risk Students, Language Arts, Visual Arts, Elementary School Science, Elementary School Mathematics, Theater Arts
Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A