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86 results

Article

Montessori Education, Neuropsychology, and the Child with Special Needs: Referral, Assessment, and Intervention

Publication: NAMTA Journal, vol. 34, no. 2

Pages: 75–138

Children with disabilities, Developmental psychology, Inclusive education, Neuropsychology, Neuroscience, North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: discusses specific interventions for learning disorders

Language: English

ISSN: 1522-9734

Article

If Binet Had Looked Beyond the Classroom: The Assessment of Multiple Intelligences

Publication: NAMTA Journal, vol. 21, no. 2

Pages: 5-28

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Presents a summary of the theory of multiple intelligences in the context of developmental learning. Emphasizes the implications of the theory for assessment, including a strong argument against standardized testing. Describes various methods to engage and assess the pluralistic abilities of each individual and cites practical examples such as Arts PROPEL, the Key School, and Project Spectrum. (MOK)

Language: English

ISSN: 1522-9734

Article

Public Montessori and State-Mandated Assessment

Publication: NAMTA Journal, vol. 22, no. 1

Pages: 185-188

Elementary education, Montessori method of education - Evaluation, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Public Montessori, Standardized tests

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Abstract/Notes: Uses an Ohio Montessori philosophy statement as a framework to advocate for Montessori-appropriate assessment in public schools. Evaluates the effects of the Ohio Proficiency Test in grades 4 and 6 on practice of the Montessori philosophy. Finds that proficiency testing does not support the Montessori philosophy statement in key areas, instead mandating a didactic approach. (KDFB)

Language: English

ISSN: 1522-9734

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

Doctoral Dissertation (Ed.D.)

School-Wide Reading Assessment in a Montessori Program

Available from: American Montessori Society

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Language: English

Published: Newark, Delaware, 2006

Doctoral Dissertation

Assessment Practices Used by Montessori Teachers of Kindergarten Through Sixth Grade Students in the United States

Available from: American Montessori Society

Americas, Assessment, Montessori method of education - Teachers, North America, Teachers, United States of America

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Abstract/Notes: This research explored student evaluation practices used by Montessori elementary teachers. The Montessori teaching method emphasized students learning at their own pace within a prepared environment where the teacher's role was somewhat different compared to traditional classroom settings. Both traditional and alternative methods of student assessment were utilized by Montessori teachers (e.g., anecdotal records, informal conferences with students, observation of students, one-to-one interview with students, checklists of lessons, demonstration of skill mastery, and standardized achievement tests). The methodology and reasoning behind student evaluation was not well understood by the educational community, and today's dynamic cultural environment demands better attention to this subject. Following a literature review of assessment practices, analysis consisted of sampling member schools of the American Montessori Society (AMS). A questionnaire was submitted to 241 eligible AMS member schools with elementary programs across the United States, and 108 responses (representing 30% of the eligible schools) were collected. The questionnaire's items (27 total questions) were refined to 16 research questions which were analyzed using both quantitative and qualitative methods. A number of results were produced. The two most prominent were: Montessori elementary teachers used more alternative than traditional methods of assessment practices; and, the factors that influenced the assessment practices used by Montessori teachers were the make up (student:teacher ratio, individual student's needs, multi-aged range) of students in the classroom and the Montessori method of education. Other results of this study included: Montessori schools used standardized achievement tests but individual respondents were not convinced they fit the Montessori method of teaching; and, the combination of non-graded report cards, anecdotal records, and student portfolios were successful reporting practices for parent teacher conference. The study concluded with identifying several areas of assessment practice where future research and professional development may benefit Montessori administrators, teachers, students, and parents.

Language: English

Published: Memphis, Tennessee, 1999

Master's Thesis

Observational Assessment of Literacy Development: The Use of Running Records in the Montessori Classroom

Available from: American Montessori Society

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Language: English

Published: Bothell, Washington, n.d.

Article

✓ Peer Reviewed

Don’t Bother Trying, They Won’t Do It! Effect of Responsive Behaviors on the Montessori Assessment System

Available from: Taylor and Francis Online

Publication: Clinical Gerontologist, vol. 45, no. 4

Pages: 870-877

Alzheimer's disease, Dementia, Europe, France, Gerontology, Montessori Assessment Tool (MAS), Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI), Western Europe

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Abstract/Notes: Objectives The Montessori Assessment System (MAS) is an assessment tool that aims at assessing preserved abilities in persons with moderate to severe dementia and to serve as basis for person-centered interventions. As responsive behaviors are highly frequent in this population, we assessed their possible influence on the MAS administration and results.Methods 193 persons with a diagnosis of dementia in the moderate to severe stages living in nursing homes completed the MAS. Responsive behaviors were assessed by the Neuropsychiatric Inventory (NPI).Results The NPI scores were heterogeneous, but responsive behaviors were present for at least 5 NPI domains in more than 50% of the participants. While NPI scores had weak relationships with MAS completion time and total score, primarily for the hallucinations, euphoria, and aberrant motor behaviors domains, a large majority of the participants fully completed the MAS.Conclusions The presence of responsive behaviors as assessed by the NPI does not limit MAS administration, despite minor influence on MAS score and completion time.Clinical implications The MAS may be applied to persons with moderate to severe dementia presenting responsive behaviors. Assessment of preserved abilities can greatly improve the design of person-centered care plans in this population.

Language: English

DOI: 10.1080/07317115.2021.1924333

ISSN: 0731-7115

Article

The Study on Teaching and Learning Strategies and Portfolio Assessment Based on Multiple Intelligences Theory / 다중지능이론에 기초한 교수학습 전략과 포트폴리오 평가

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 18, no. 1

Pages: 25-47

Asia, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

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Abstract/Notes: In this study, based on the theory of multiple intelligences in early childhood education teaching and learning strategies in the process of being made, and portfolio assessment to be introduced for the purpose of real-placed. To this end, pre-schoolers in Nuri class at Sarang Day Care Center were chosen for applying multiple intelligences theory to the project approach, were studied in a qualitative single case study. The research data was collected by analyzing the project-based education curriculum of Nuri class and interpreting the implementation of an early childhood program that applies multiple intelligences theory. The Nuri class program focused on practical knowledge emphasized in multiple intelligences theory on productive themes: Beans, Experience What it's like to be a Designer, Money, Save the Earth and Occupations. The preschoolers engaged in meaningful learning and creative experiences. Through a project that adopted a strategy based on multiple intelligences theory, they were able to develop multiple intelligences while having their differences and distinctions recognized. More than anything, the portfolio assessment process from a multi-dimensional perspective, which incorporates the children and parents, helped to build multiple intelligences to expand the children's reasoning and learning. / 본 연구는 다중지능이론에 기초한 유아교육과정에서 이루어지고 있는 교수학습 전략과 포트폴리오 평가에 대한 실제를 소개하고자 하는데 목적을 두고 있다. 이를 위해 프로젝트 접근법에 다중지능이론을 적용하는 사랑어린이집을 선정하여 질적 단일 사례연구의 구조 하에서 체계적인자료 수집과 분석을 하였다. 이에 대한 결과는 누리반의 유아교육프로그램은 지능의 실제성을 두는 다중지능이론에서 강조되는 ‘실천적 지식’에 초점을 맞추어 일상생활에서 밀접하고 생산적인 ‘콩, 디자이너 되어보기, 돈, 지구를 살려라, 직업’ 주제를 선정하였고 유아들은 실생활에 적용되는 의미 있는 학습과 창의적 경험을 하였다. 다중지능이론에 기초한 도입전략을 활용한 프로젝트 활동으로 유아들은 다름과 차이를 인정받으면서 다중지능을 발달시켜 나갔다. 무엇보다도 유아, 부모를 포함하는 다차원적 관점에서의 과정폴리오 평가 과정을 통해 다중지능을 강화하여 유아의 사고와 학습의 확장을 살필 수 있었다.

Language: Korean

ISSN: 1226-9417

Article

A Study on the Development of Montessori Assessment / 몬테소리 수행평가 도구 개발에 관한 연구

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 14, no. 2

Pages: 33-49

Asia, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

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Abstract/Notes: The purpose of this study was to develop the tool which evaluate the performance about the class life, sensorial ability, language, mathematics, social ability and art. Cronbach's α and reexamination number was used for credibility of the developed tool. Cranbach's α was over mean 0.90 and figures among the totol score. / 본 연구는 몬테소리 유아교육과정을 실시하는 기관에서 일상생활 연습, 감각, 언어, 수학, 사회, 과학, 미술의 7개 영역에 대한 유아의 수행능력을 구체적이고 객관적으로 평가할 수 있는 도구를 개발하고자 하는 목적으로 이루어졌다. 개발된 평가도구의 신뢰도를 알아보기 위하여 Cronbach's α과 재검사 계수를 산출하였다. Cronbach's α값은 평균 0.90이상으로 높은 문항내적 합치도를 보여주었다. 또한 본 연구자들이 개발한 수행평가의 7개 구인과 총점간 상관계수도 대체적으로 높게 나타났다.

Language: Korean

ISSN: 1226-9417

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