For Jane Hansen, evaluation is the process of finding value in ourselves, others, and our work - often with surprising results. Students' insights beget adjustments in our teaching, and eventually we find ourselves in a teaching situation that cannot exist without students' frequent input. Evaluation and instruction become one continuous act.
Drawing on her decade-long research in rural and urban settings, Hansen shows implementations of self-evaluation in a range of classrooms. Her book represents teachers at all levels - elementary, secondary, and Hansen herself as a teacher educator - all of whom include their students in evaluation. The chapters offer special insight into:
<ul>
<li>the importance of students' outside lives in the evaluation process </li>
<li>what teachers do to help their students become better evaluators </li>
<li>how learners' values guide their evaluations and goals </li>
<li>the need to discover what students value in order to help them create assignments</li>
<li>how evaluation guides students and teachers through productive learning processes.</li>
</ul>This is a book about teachers who value their students' voices and lives. It offers a powerful example of curriculums in which students have a strong voice in evaluating, planning, and documenting their work.

When Learners Evaluate

Education & Teaching

Hansen, Jane

Schools & Teaching

Heinemann

When writers read, they evaluate all the time. They can't help it. But they can become better at it, and that's what this second edition of When Writers Read is about: what students can do to become better evaluators of themselves as writers and readers, and how you can help. Extensively revised, the second edition is organized around five concepts that are central to an effective writing-reading program. 
<ul>
<li>
Voices: When writers read, they listen for a strong author voice; they know they can hear their own when they write and assume other authors' voices come through as well. It's essential that all voices, both those of students and professional writers, be honored and supported by an evaluation system dedicated to this notion. </li>
<li>
Decisions: When writers read, they make decisions, so it's only natural that they look for evidence of the decisions other authors make. To become effective writers and readers, students must learn to make decisions about which types of writing to create, what to write and read about, where to work, when to do so, whom to share their work with, and what to do to become better writers and readers. </li>
<li>
Time: When writers read, they read and read and read. One of your primary responsibilities as their teacher is to provide plenty of opportunities for them to do so and create an overall framework in which students spend their time wisely. </li>
<li>
Response: When writers read, they look for a message. Students need to understand that to respond effectively to other writers, they should listen closely and think appreciatively and critically about the author. </li>
<li>
Self-discipline: When writers read, it's their self-discipline that keeps them engaged. By providing plenty of good books, writing possibilities, and self-evaluation opportunities, you can help ensure your students are self-disciplined and eager. </li>
</ul>

When Writers Read

Literature & Fiction

The Resource Guide for The Writing and Reading Process video series provides viewing tips, complete workshop formats, and handouts for each videotape.  To learn more about Donald Graves, visit www.donaldgraves.org.

The Writing and Reading Process: A New Approach to Literacy

Politics & Social Sciences

Graves, Donald H.

Social Sciences

When Writers Read, 1st Ed

The Resource Guide for The Writing and Reading Process video series provides viewing tips, complete workshop formats, and handouts for each videotape. To learn more about Donald Graves, visit <a href="http://www.donaldgraves.org">www.donaldgraves.org</a>.

The Writing and Reading Process: A Closer Look (Writing and Reading Process Video Series)

Reference

Writing, Research & Publishing Guides

Learn what young children can do as competent, confident writers when we create writing classrooms that support their developmental patterns and provide them with multiple opportunities to write for numerous purposes across the curriculum. The authors spotlight the children’s strengths in brief case studies to help you understand the significance of their efforts, and offer specific recommendations you can use to help your own students use writing as a meaning-making tool in various subject areas and settings. The chapters follow a pattern: 1) introductory paragraph; 2) "snapshots" of individual students or groups of students; 3) an analysis of the case studies in terms of strengths and breakthroughs; 4) overviews of how these specific PreK2 classrooms worked with the topic at hand to improve children's writing; 5) recommendations for what you can do in your classroom to encourage and support your young writers. For use with Grades PreK2.

The PreK–2 Writing Classroom: Growing Confident Writers

Davis, Robyn

Evertson, Jenesse

Freeman, Tena

Scholastic Teaching Resources: Theory and Practice

Disenada Para la Intimidad / Fashioned for Intimacy (Spanish Edition)

Self-Help

Relationships

Spanish House Inc.

Fragile Evidence: A Critique of Reading Assessment

Fragile Evidence--a critique of reading assessment informed by newly emerging conceptualizations of validity and reliability--brings psychometric theory, reading theory, and social critique to bear on reading assessment. Taking its lead from contemporary psychological theory and other fields which ponder the role of evidence and argumentation in making claims about social issues, this text examines the historical and contemporary ways in which such claims have been made for reading assessment. Traditional individualized and standardized tests are critiqued from a variety of perspectives. The assumptions and operational bases of contemporary revisionist assessments (e.g., large-scale performance-based assessments, authentic assessments, etc.) are considered in terms of what they include and what they omit. Collected here in one volume is a systematic analysis of several different reading assessment instruments and conceptualizations of reading assessment, with particular emphasis on the evidence of reading they provide--a type of analysis usually found only in separate articles in journals and edited volumes. This important volume:  * Offers a systematic (rather than generalized) critique of popular standardized norm-referenced group and individualized measures of reading. *Looks at the consequential validity of standardized tests. * Includes interviews with stakeholders who consider the question of how to describe reading without making reference to standardized tests. * Considers how tools such as miscue analysis influence reform. * Provides a critical analysis of contemporary reform efforts.

Johnston, Peter

Murphy, Sharon

Shannon, With Patrick

Foreign Language Study & Reference

Routledge

Words, Language & Grammar

Fashioned for Intimacy

Baker Pub Group

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