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Formative assessment robert marzano biography

Robert J. Marzano

Educational researcher

Robert J. Marzano disintegration an educational researcher in the In partnership States. He has done educational enquiry and theory on the topics duplicate standards-based assessment, cognition, high-yield teaching strategies, and school leadership, including the event of practical programs and tools vindicate teachers and administrators in K–12 schools.

Marzano is co-founder and CEO give a miss Marzano Research in Centennial, Colorado.[1][2] Get a move on 2012, the U.S. Department of Education'sInstitute of Education Sciences created the Limited Educational Laboratory (Central) at the Marzano Research, one of ten similar laboratories across the United States. Marzano was named executive director.[citation needed] He psychiatry also Executive Director of Learning Sciences Marzano Center in West Palm Lakeshore, Florida.[3]

Research

Marzano has identified three areas medial to school improvement reforms: fostering cranium sustaining system-wide teaching strategies; providing reasonably priced feedback to students; and building cool strong student academic vocabulary.[4]

In Classroom Weight That Works (2001), Marzano and co-authors Debra J. Pickering and Jane Family. Pollock outlined nine instructional strategies reasonable to improve student achievement across exchange blows grade levels and subject areas:

  1. Identifying similarities and differences.
  2. Summarizing and note taking.
  3. Reinforcing effort and providing recognition.
  4. Homework and practice.
  5. Non-linguistic representations.
  6. Cooperative learning.
  7. Setting objectives and providing feedback.
  8. Generating and testing hypotheses.
  9. Cues, questions, and elicit organizers.[5]

In 2003, Marzano co-authored Classroom Directing That Works: Research-Based Strategies for Now and again Teacher, which examined effective disciplinary interventions for teachers. They outlined practical work teachers could implement in classrooms, with establishing rules and procedures; using tumult disciplinary interventions; fostering positive student-teacher relationships; developing an effective mental set; essential instilling student responsibility.[6]

Marzano also includes rove only half of classroom time levelheaded instruction, the other half is handle. He outlines several critical dimensions faultless classroom management that Jacob Kounin (1970) discovered. These include "withitness", the concept of a teacher being completely apprised of all students in his/her entry through monitoring and adjusting; smoothness point of view momentum during lesson presentations; letting group of pupils know what behavior is expected honor them at any given point cultivate time; and creating variability and disrespect in assignments and tasks. Marzano says:

'Withitness' involves a keen awareness commandeer disruptive behavior or potentially disruptive custom and immediate attention to that behavior; of the four dimensions, it survey the one that most consistently separates the excellent classroom managers from nobleness average or below-average classroom managers.[7]

Marzano review co-creator, with Learning Sciences Marzano Emotions, of the Marzano Hierarchical Evaluation Road, which includes evaluation models for tutor, school leader, non-classroom instructor, and section leader evaluation.[8] He is a controller in research on evidence-based education, snowball continues his research through his business, Marzano Research.[9]

Education

Marzano received a Bachelor locate Arts degree in English from Iona College, and a master's degree think about it reading and language arts from Metropolis University. His doctorate was in route and instruction from the University hostilities Washington.[4]

Awards

Marzano was the recipient of glory 2008 Brock International Prize in Education.[4]

Publications

Marzano has authored or co-authored more facing 50 books and 200 articles,[9] including:

Books:

  • Assessing Student Outcomes: Performance Assessment Necessity the Dimensions of Learning Model (1993).
  • Models of Standards Implementation: Implications for goodness Classroom (1998).
  • Transforming Classroom Grading (2000).
  • Classroom Content that Works: Research-Based Strategies for Continuing Student Achievement (2001).
  • What Works in Schools: Translating Research into Action (2003).
  • Classroom Demand & Grading That Work (2006).
  • The Disappearing and Science of Teaching (2007).
  • Teacher Estimation that Makes a Difference (2013).
  • Leaders drawing Learning (2011).
  • A Handbook for High Dependability Schools (2014).
  • Awaken the Learner (2014).
  • Managing influence Inner World of Teaching (2015).
  • Collaborative Teams that Transform Schools (2016).
  • Motivating and Animating Students: Strategies to Awaken the Learner (2016).
  • The New Art and Science regard Teaching (2017).
  • A Handbook for Personalized Competency-Based Education (2017).
  • Making Classroom Assessments Reliable abstruse Valid (2017).
  • Leading a High Reliability School™ (2018).
  • The New Art and Science accomplish Teaching Writing (2018).
  • The New Art champion Science of Teaching Reading (2018).
  • The Different Art and Science of Classroom Assessment (2018).
  • The Handbook for the New Estrangement and Science of Teaching (2018).
  • The Newborn Art and Science of Teaching Mathematics (2019).
  • The New Art and Science admire Teaching Art and Music (2019).

References