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Report
The Bronx New School: Weaving Assessment into the Fabric of Teaching and Learning. A Series on Authentic Assessment and Accountability
Available from: ERIC
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Abstract/Notes: In 1987, parents and teachers from diverse neighborhoods of a local school district in New York (New York) founded the Bronx New School, a small public elementary school of choice that was meant to be learner-centered, with high standards for all. The school was organized into heterogeneous, multi-age classes and structured to encourage collaboration among faculty, students, and families. In spite of political stresses, the school's founding values have survived. This report focuses on the first 3 years of its life, a time when a comprehensive assessment system was designed and used throughout the school. The assessment system was designed to support instruction and learning through the collection of descriptive records of student growth. Teacher-kept records, student-kept records, and samples of student work in portfolios are used in combination to develop a picture of student learning. A developmental framework constructed by teachers provides a general guide for expectations of
Language: English
Published: New York, New York, Sep 1994
Article
The Assessment Puzzle or Assessment 101
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 3
Date: Summer 2004
Pages: 22–24
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Language: English
ISSN: 1054-0040
Article
Classroom Assessment Within the Alternative Assessment Paradigm: Revisiting the Territory
Available from: Taylor and Francis Online
Publication: The Curriculum Journal, vol. 18, no. 1
Date: 2007
Pages: 39-56
Article
Montessori and Assessment: Some Issues of Assessment and Curriculum Reform
Publication: NAMTA Journal, vol. 20, no. 2
Date: 1995
Pages: 116-130
Assessment, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Interviewed eight teachers and principals at three Montessori magnet schools in Kansas City, Missouri, concerning their preparation for mandated state and federal standardized tests. The administrators and teachers generally expressed negative attitudes toward the testing, which ignores the ungraded, holistic, student-centered curriculum of the Montessori approach to education. (MDM)
Language: English
ISSN: 1522-9734
Article
Formative Assessment: Assessment Is for Self-Regulated Learning
Available from: Springer Link
Publication: Educational Psychology Review, vol. 24, no. 2
Date: 2012
Pages: 205-249
Article
Assessment of Capabilities in Persons with Advanced Stage of Dementia: Validation of the Montessori Assessment System (MAS):
Available from: SAGE Journals
Publication: Dementia, vol. 18, no. 5
Date: 2019
Pages: 1840-1857
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
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Abstract/Notes: This study evaluated the validity and reliability of the Montessori Assessment System. The Montessori Assessment System assesses preserved abilities in persons ...
Language: English
ISSN: 1741-2684, 1471-3012
Master's Thesis (M. Ed.)
Right Where They Are Right Now: Formative Assessment in Montessori Lower Elementary Classrooms
Available from: American Montessori Society
Classroom environments, Early childhood care and education, Early childhood education, Elementary education, Montessori method of education - Evaluation, Montessori schools, Prepared environment
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Abstract/Notes: Lack of knowledge about how formative assessment is routinely used in classrooms is a problem for schools and teachers who want to adopt these practices and for schools and teachers who struggle to explain to stakeholders how they use formative assessment to understand and advance their students’ academic growth. Formative assessment has a long history in Montessori education, where it is foundational to teachers’ practice. This project examined the use of summative and formative assessment by Montessori lower elementary teachers in public and private schools. An online survey, classroom observations, and semi-structured interviews were used to collect qualitative and quantitative data on frequency of use for summative and formative assessment; types and frequency of formative assessment use; and meanings which teachers assigned to them. Results indicated that Montessori lower elementary teachers in both public and private schools used summative assessments, with public school teachers using them more than private school teachers, reflecting the requirements of public schools for data collection. Montessori teachers in both types of schools showed a high degree of frequency and unanimity of practice in their use of formative assessment, especially in use of observation and conversation as formative assessment. Findings could by used by schools and teachers who want to understand formative assessment practices as they are enacted in classrooms in order to begin to adopt some of these practices. Findings could be used by Montessori schools and teachers to develop understanding of how they know what their students know in the absence of summative assessment data. This study points to professional development opportunities for public and private schools.
Language: English
Published: Bothell, Washington, 2014
School-wide Reading Assessment in a Montessori Program
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Language: English
Published: Newark, Delaware, 2006
Book
Understanding Assessment and Evaluation in Early Childhood Education
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Language: English
Published: New York, New York: Teachers College Press, 2005
Edition: 2nd
Article
Assessment and Reform
Publication: NAMTA Journal, vol. 16, no. 2
Date: 1991
Pages: 164–167
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Presented at NAMTA conference on educational reform, Washington, DC, February 28-March 3, 1991
Language: English
ISSN: 1522-9734