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Article
The Longitudinal Assessment Study's Final (18th Year) Report
Publication: Tomorrow's Child, vol. 12, no. 2
Date: 2003
Pages: 18–19
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Language: English
ISSN: 1071-6246
Article
Mandated Tests and Program Integrity: Ohio Teachers Organize Against Standardized Assessment
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 8, no. 2
Date: Winter 1996
Pages: 10
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Language: English
ISSN: 1071-6246
Article
Are New Assessment Tools Needed?
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 8, no. 2
Date: Winter 1996
Pages: 11
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Language: English
ISSN: 1071-6246
Article
The Portfolio: A Practical Student Assessment
Publication: Montessori Life, vol. 12, no. 3
Date: 2000
Pages: 35–36
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Language: English
ISSN: 1054-0040
Article
Assessment: The Family-School Partnership: How It Works at School of the Woods
Publication: Montessori Life, vol. 3, no. 3
Date: 1991
Pages: 38–41
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Language: English
ISSN: 1054-0040
Article
Characteristics of High Quality Preschool Assessment
Publication: Montessori Leadership, vol. 1, no. 3
Date: 2000
Pages: 25–28
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Language: English
Article
De-Escalating the Testing Arms Race: Authentic Assessment in the Montessori Elementary Classroom
Publication: Public School Montessorian, vol. 20, no. 1
Date: Fall 2007
Pages: 26-27
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Language: English
ISSN: 1071-6246
Article
The Assessment Abyss
Publication: Public School Montessorian, vol. 15, no. 1
Date: Fall 2002
Pages: 14, 18
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Language: English
ISSN: 1071-6246
Article
The Application of Student Portfolios in Primary-Intermediate and Self-Contained-Multiage Team Classroom Environments: Implications for Instruction, Learning, and Assessment
Available from: Taylor and Francis Online
Publication: Applied Measurement in Education, vol. 13, no. 2
Date: 2000
Pages: 209-228
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Abstract/Notes: Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary vs. intermediate) and classroom environment (self-contained vs. multiage-teaming). Kindergarten through Grade 5 teachers in 13 elementary schools completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine for patterns of portfolio use, a subset of teachers was interviewed to explore the perceptions that teachers hold about the impact of student portfolios on themselves and on their students. The results suggest that Kindergarten through Grade 5 teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio).
Language: English
DOI: 10.1207/S15324818AME1302_5
ISSN: 0895-7347
Article
Reimagining Assessment in a Large Lecture: An Alternative Approach Inspired by Thomas Jefferson and Maria Montessori
Available from: Taylor and Francis Online
Publication: College Teaching
Date: Nov 8, 2022
Pages: 1-13
Americas, Assessment, Maria Montessori - Philosophy, North America, Thomas Jefferson - Philosophy, United States of America
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Abstract/Notes: In large lecture courses, it can be challenging to imagine assessing student learning in ways other than multiple-choice exams and traditional point-based grading. Inspired by major pedagogical principles shared by Maria Montessori and Thomas Jefferson and supported by current understandings of effective teaching, assessment was reimagined in a large introductory-level child psychology course to allow for free choice and active engagement. Instead of exams, students created a short scientific essay each week on what most interested them; essays were assessed using a short rubric and sampling techniques. Instead of traditional point-based grading, specifications grading was used. These changes, dubbed the JeffMonte method, were associated with better student performance, were received positively by students, and increased instructor satisfaction.
Language: English
DOI: 10.1080/87567555.2022.2140097
ISSN: 8756-7555