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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: Spring 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
Article
Montessori Education, Neuropsychology, and the Child with Special Needs: Referral, Assessment, and Intervention
Publication: NAMTA Journal, vol. 34, no. 2
Date: 2009
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
Date: 1996
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
Date: 1997
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
Book
Montessori Assessment Playbook
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Abstract/Notes: Can we measure what we treasure? Can we build and sustain truly excellent schools focused on the ambitious goal of human flourishing? And can we hold ourselves accountable to the children and families we serve in ways that harness data to advance that goal? The National Center for Montessori in the Public Sector says “yes”! The Montessori Assessment Playbook shows us how to do it. Organized around 33 discrete tools, the Playbook provides a clear and actionable scaffold for building an assessment protocol that captures compelling student outcomes, such as perseverance, compassion, and creativity, and that links those outcomes to the investments we make to classrooms and schools. Emphasizing both coherence and precision, the Montessori Assessment Playbook shows us how to develop and implement a comprehensive assessment framework focused on human flourishing and, just as important, why such a framework is urgently needed.
Language: English
Published: West Hartford, Connecticut: National Center for Montessori in the Public Sector Press, 2019
ISBN: 978-1-73386-911-9
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.
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