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Purposeful Assessment Practices for Co-Teachers.

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Title: Purposeful Assessment Practices for Co-Teachers.
Authors: Conderman, Greg1 GConderman@niu.edu, Hedin, Laura2
Source: Teaching Exceptional Children. Mar/Apr2012, Vol. 44 Issue 4, p18-27. 10p.
Subject Terms: *Teaching teams, *Teaching, *Academic achievement testing, *Academic achievement, *Education of students with disabilities, *Teachers of children with disabilities, *Standardized tests, *Lesson planning
Abstract: The article looks at ways co-teachers, or teaching teams, of students with disabilities can discuss and develop assessments to inform academic instruction. The article defines typical co-teaching and states the three components as co-planning, co-instructing, and co-assessing. The authors focus on co-assessment and describe ways in which assessments can be differentiated and their effects. These include ways co-teachers can share assessment responsibilities, discuss assessment philosophy, and use sources such as standardized test scores for data before instruction. According to the article, when both teachers are involved in assessment development students receive the maximum benefits.
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Purposeful Assessment Practices for Co-Teachers.
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  Data: <searchLink fieldCode="AR" term="%22Conderman%2C+Greg%22">Conderman, Greg</searchLink><relatesTo>1</relatesTo><i> GConderman@niu.edu</i><br /><searchLink fieldCode="AR" term="%22Hedin%2C+Laura%22">Hedin, Laura</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Teaching+Exceptional+Children%22">Teaching Exceptional Children</searchLink>. Mar/Apr2012, Vol. 44 Issue 4, p18-27. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement+testing%22">Academic achievement testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+students+with+disabilities%22">Education of students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers+of+children+with+disabilities%22">Teachers of children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Standardized+tests%22">Standardized tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The article looks at ways co-teachers, or teaching teams, of students with disabilities can discuss and develop assessments to inform academic instruction. The article defines typical co-teaching and states the three components as co-planning, co-instructing, and co-assessing. The authors focus on co-assessment and describe ways in which assessments can be differentiated and their effects. These include ways co-teachers can share assessment responsibilities, discuss assessment philosophy, and use sources such as standardized test scores for data before instruction. According to the article, when both teachers are involved in assessment development students receive the maximum benefits.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=72081577
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        Value: 10.1177/004005991204400402
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Teaching
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      – SubjectFull: Academic achievement testing
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Education of students with disabilities
        Type: general
      – SubjectFull: Teachers of children with disabilities
        Type: general
      – SubjectFull: Standardized tests
        Type: general
      – SubjectFull: Lesson planning
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      – TitleFull: Purposeful Assessment Practices for Co-Teachers.
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              Text: Mar/Apr2012
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