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Articles 271 - 281 of 281

Full-Text Articles in Educational Assessment, Evaluation, and Research

The Communication Challenge Of Standards-Based Reporting, Thomas R. Guskey Dec 2004

The Communication Challenge Of Standards-Based Reporting, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

As traditional reporting systems based on letter grades are replaced by standards-based reporting systems, parents are often left wondering how their child is doing in school. Mr. Guskey offers some suggestions for overcoming this communication challenge.

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How Classroom Assessments Improve Learning, Thomas R. Guskey Feb 2003

How Classroom Assessments Improve Learning, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

Teachers who develop useful assessments, provide corrective instruction, and give students second chances to demonstrate success can improve their instruction and help students learn.

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Computerized Gradebooks And The Myth Of Objectivity, Thomas R. Guskey Jun 2002

Computerized Gradebooks And The Myth Of Objectivity, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

Computerized grading programs and electronic gradebooks can be useful tools. But in the end, Mr. Guskey reminds us, teachers must still decide what grade offers the most accurate and fairest description of each student's achievement and level of performance.

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Does It Make A Difference? Evaluating Professional Development, Thomas R. Guskey Mar 2002

Does It Make A Difference? Evaluating Professional Development, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result--improved student outcomes.

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Helping Standards Make The Grade, Thomas R. Guskey Sep 2001

Helping Standards Make The Grade, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

When reporting on student work, educators need a clear, comprehensive grading system that shows how students are measuring up to standards.

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Making The Grade: What Benefits Students?, Thomas R. Guskey Oct 1994

Making The Grade: What Benefits Students?, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

Although the debate over grading and reporting practices continues, today we know which practices benefit students and encourage learning.

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What You Assess May Not Be What You Get, Thomas R. Guskey Mar 1994

What You Assess May Not Be What You Get, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

Performance-based assessments may not bring significant change in instructional practice unless teachers are provided requisite time and training.

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Integrating Innovations, Thomas R. Guskey Feb 1990

Integrating Innovations, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

Proponents of new ideas promote their favorites without seeing connections to other strategies--it's up to school leaders to discover how to integrate a collection of models within their improvement programs.

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Synthesis Of Research On The Effects Of Mastery Learning In Elementary And Secondary Classrooms, Thomas R. Guskey, Sally L. Gates May 1986

Synthesis Of Research On The Effects Of Mastery Learning In Elementary And Secondary Classrooms, Thomas R. Guskey, Sally L. Gates

Educational, School, and Counseling Psychology Faculty Publications

The results of well-designed studies show extremely positive student learning outcomes and teacher variables. More studies are needed on several questions, including long-term consequences and effects on classroom interactions and climate.

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Staff Development And Teacher Change, Thomas R. Guskey Apr 1985

Staff Development And Teacher Change, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

The most significant changes in teacher attitudes and beliefs come after they begin using a new practice successfully and see changes in student learning.

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The Relationship Between Teacher Attitudes And Student Perceptions Of Classroom Climate, Jacques S. Benninga, Thomas R. Guskey, Kathy R. Thornburg Sep 1981

The Relationship Between Teacher Attitudes And Student Perceptions Of Classroom Climate, Jacques S. Benninga, Thomas R. Guskey, Kathy R. Thornburg

Educational, School, and Counseling Psychology Faculty Publications

No abstract provided.

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