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Article
Evaluation That Works: A Look at Bennett Park's Reading and Writing Program [Buffalo, New York]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 5, no. 1
Date: Fall 1992
Pages: 12
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Language: English
ISSN: 1071-6246
Article
Making Evaluation Valuable
Publication: Public School Montessorian, vol. 1, no. 2
Date: Winter 1989
Pages: 15
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Language: English
ISSN: 1071-6246
Article
Speaker Evaluations; Quotes from the Conference
Publication: CAMT News (Ontario, Canada), vol. 18, no. 4
Date: Jan 1994
Pages: 5
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Abstract/Notes: Discusses the Canadian Association of Montessori Teachers' (CAMT) fall conference, 1993
Language: English
Article
Standards in Our Schools [Includes evaluation forms]
Publication: Montessori Quarterly, vol. 15, no. Supplement
Date: Jun 1980
Pages: 27–34
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Abstract/Notes: Extracts from lecture, April 21, 1979, "The Standards Set by AMI for Schools in the USA."
Language: English
Article
1998-1999 Newsletter Evaluation Summary
Publication: AMI Elementary Alumni Association Newsletter, vol. 32, no. 1
Date: 1999
Pages: 12
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Language: English
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
Book Section
Towards a Montessori Evaluation Approach
Available from: ERIC
Book Title: Implementing Montessori Education in the Public Sector
Pages: 484-489
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990
Master's Thesis
Montessori敎育의 再評價에 關한 硏究 [A Study on the Re-evaluation of Montessori Education]
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Language: Korean
Published: Daegu, South Korea, 1980
Article
Word Processors and Education - An Evaluation of "Bank Street Writer"
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 12, no. 2
Date: Spring 1985
Pages: 30–31
Information and communications technology (ICT), Software, Technology and children
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Language: English
ISSN: 0010-700X
Doctoral Dissertation (Ph.D.)
The Role of Educational Evaluation in Three Selected Montessori Elementary Classrooms
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study was designed to explore the role of educational evaluation in three selected Montessori elementary classrooms; to characterize educational evaluation in these three classrooms in terms of an educational philosophical orientation and an evaluation model; and to analyze critically and interpret the observed role of educational evaluation within the framework of Montessori philosophy and methods. Three classrooms (two kindergarten-first and one second-third grade class) from two Montessori schools in the Newark-Wilmington, Delaware area comprised the sample of the study. Following a pilot study, arrangements were made to interview parents, teachers, and students. Other sources of data included 60 hours of classroom observation and three questionnaires that focused on educational philosophy and evaluation. Both qualitative and quantitative methods were used in the classrooms, but the emphasis was on the former approaches, such as observation and questioning. Problem-solving techniques were used, especially with regard to social conflicts. The instructional programs and evaluation primarily were individualized. The observed evaluative practices were consistent with Montessori philosophy and represented a logical outgrowth of the Montessori method. Evaluation was carried out in a positive, supportive way that focused on the individuals; however, the well-being of the class was also important. The observed evaluative practices observed were indicative of a liberal philosophical orientation. Reasons for this assessment include the emphasis on problem-solving, the importance of the individual and of the group as a social collective, the use of non-testing evaluation practices, the individualized nature of the evaluation activities, and the guiding/collaborative nature of the teacher's role. Quantitative methods were used, but served to confirm observations gathered by less formal means. For both teachers and children, the approach to evaluation was an individualized one. An aspect common to both teachers and children was the understanding and appreciation of others as individuals. Teachers sought information on which they could make decisions regarding individuals and the class as a social unit. Students were encouraged to become independent by learning how to evaluate their own work, to become their own best critics.
Language: English
Published: Newark, Delaware, 1989