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[|A review of literature prepared for] [|The Center for Educational Effectiveness, Inc.] [|by Robert R. MacGregor] The primary purpose of this study was to synthesize the literature and existing rubrics or frameworks pertaining to the essential practices of high quality teaching and learning.. This paper identifies the study process, the underlying assumptions or beliefs, the findings and a list of essential practices of high quality teaching and learning and specific attributes of those practices.

[|Authentic Assessment Toolbox] J.Mueller, North Central College. How- on creating authentic tasks, rubrics, and standards for improving student learning. Covers all subject areas. Gr. K-12.

[|Classroom Assessment] By Thomas A. Angelo and K. Patricia Cross From Classroom Assessment Techniques, A Handbook for College Teachers, 2nd Ed. This article address the questions of “how well are students learning: and “how effectivleyy are teachers teaching?” It discusses the assessments of different approaches, the assumptions that assessments should be based upon and how to go about starting to implement high quality lessons and assessments in the classroom.

[|Developing High-Quality Assessments That Align With Instructional Video Games] This source presents a process, rooted in the work of Baker (1974), in which a theory of learning drives the development of knowledge specifications. In this case, the instruction is in the form of an educational video game about adding rational numbers. Authors discuss student performance in the game and on similarly developed assessment measures. Alignment between the instructional game and assessment items is also discussed.

[|Essential Practices of High Quality Teaching and Learning.] R. R. MacGregor The Center for Educational Effectiveness. The primary purpose of this study was to synthesize the literature and existing rubrics or frameworks pertaining to the essential practices of high quality teaching and learning. This paper identifies the study process, the underlying assumptions or beliefs, the findings and a list of essential practices of high quality teaching and learning and specific attributes of those practices.

[|High Quality Classroom Assessment: What does it really mean?] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">R.J. Stiggins, Northwest Regional Educational Laboratory. This article serves as a module to promote understanding of the differences between sound and unsound assessments. It examines the many users and uses of classroom assessment, the wide range of achievement targets to be assessed, the array of assessment methods teachers use, and the importance of marrying targets and methods in ways that promote sound assessment.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[|How to Improve Teaching Quality] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> Felder, Richard M.; Brent, Rebecca, <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Authors suggest using clear, observable instruction objectives. Bloom’s taxonomy is a helpful tool in constructing these objectives. They suggest an active learning environment and formative assessments throughout the cour<span class="wiki_link_ext">se.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[|Personalized Learning: A Practical Guide.] DCSF, 2008. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Provides an overview of personalized teaching and learning, a three-category teaching strategy guide, and an excellent developing practice checklist.

=<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 90%; text-decoration: none; vertical-align: baseline;">[|¿Qué es lo que hace un buen maestro?] = <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Investigación tras investigación demuestran que el factor más importante para determinar la calidad de la educación de un niño es la calidad de su maestro. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Personal de GreatSchools <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">¿Qué es lo que hace a un buen maestro? La enseñanza es uno de los trabajos más complicados hoy en día. Enseñar requiere conocimiento amplio de una materia, plan de estudio y estándares; entusiasmo, una forma de ser cariñosa y un amor por el aprendizaje; conocimiento de tácticas de disciplina y manejo de un salón; y un deseo de hacer una diferencia en las vidas de los jóvenes.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[|Teacher Quality Education Week, November 11, 2011, updated July 8 2011] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">In general, evidence concludes that effective teachers are capable of inspiring significantly greater learning gains in their students when compared with their weaker colleagues. Most of this evidence is based on “value added” analyses of large sets of data linking individual students’ test scores to their teachers. While other factors (family background, socio-economic status, etc.) can affect student growth, most people agree that teacher quality is the biggest school-based factor that is linked to student improvement.

=<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">[|Using Student Achievement Data to Support Instructional Decision Making] = <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">This guide offers five recommendations to help educators effectively use data to monitor students’ academic progress and evaluate instructional practices. The guide recommends that schools set a clear vision for school wide data use, develop a data-driven culture, and make data part of an ongoing cycle of instructional improvement. The guide also recommends teaching students how to use their own data to set learning goals.