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Using Classroom Assessment Data to Guide Instruction

Using Classroom Assessment Data to Guide Instruction

Toni P. Johnson
Copyright: © 2019 |Pages: 25
ISBN13: 9781522585435|ISBN10: 1522585435|EISBN13: 9781522585459
DOI: 10.4018/978-1-5225-8543-5.ch013
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MLA

Johnson, Toni P. "Using Classroom Assessment Data to Guide Instruction." Engaging Teacher Candidates and Language Learners With Authentic Practice, edited by Chesla Ann Lenkaitis and Shannon M. Hilliker, IGI Global, 2019, pp. 227-251. https://doi.org/10.4018/978-1-5225-8543-5.ch013

APA

Johnson, T. P. (2019). Using Classroom Assessment Data to Guide Instruction. In C. Lenkaitis & S. Hilliker (Eds.), Engaging Teacher Candidates and Language Learners With Authentic Practice (pp. 227-251). IGI Global. https://doi.org/10.4018/978-1-5225-8543-5.ch013

Chicago

Johnson, Toni P. "Using Classroom Assessment Data to Guide Instruction." In Engaging Teacher Candidates and Language Learners With Authentic Practice, edited by Chesla Ann Lenkaitis and Shannon M. Hilliker, 227-251. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8543-5.ch013

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Abstract

It is important that assessments used in a classroom reflect the standards that students are expected to achieve. When this occurs, the data collected can be used as indications of a student's proficiency in a language. This chapter focuses on how the data collected in the classroom can be used to guide instruction. The author begins with an overview of assessments that are available to foreign language teachers. This is followed by information on data collection and analysis. The second half of the chapter focuses on how to use the data to develop lessons that provide all students with the instruction they need in order to be successful in the foreign language classroom. Examples of analysis of authentic data and changes in classroom elements, as well as the need for a mastery mindset, are also presented.

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