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85 results

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

Pages: 22–24

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Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Classroom Assessment Within the Alternative Assessment Paradigm: Revisiting the Territory

Available from: Taylor and Francis Online

Publication: The Curriculum Journal, vol. 18, no. 1

Pages: 39-56

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Language: English

DOI: 10.1080/09585170701292174

ISSN: 0958-5176, 1469-3704

Article

Montessori and Assessment: Some Issues of Assessment and Curriculum Reform

Publication: NAMTA Journal, vol. 20, no. 2

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

✓ Peer Reviewed

Formative Assessment: Assessment Is for Self-Regulated Learning

Available from: Springer Link

Publication: Educational Psychology Review, vol. 24, no. 2

Pages: 205-249

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Language: English

DOI: 10.1007/s10648-011-9191-6

ISSN: 1040-726X, 1573-336X

Article

✓ Peer Reviewed

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

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

DOI: 10.1177/1471301217729533

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

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

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