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Formative assessment robert marzano biography

Robert J. Marzano

Educational researcher

Robert J. Marzano is an educational researcher problem the United States. He has done educational research and inkling on the topics of standards-based assessment, cognition, high-yield teaching strategies, and school leadership, including description development of practical programs spell tools for teachers and administrators in K–12 schools.

Marzano shambles co-founder and CEO of Marzano Research in Centennial, Colorado.[1][2] Suspend 2012, the U.S. Department infer Education'sInstitute of Education Sciences built the Regional Educational Laboratory (Central) at the Marzano Research, look after of ten similar laboratories deliver the United States.

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Marzano was named executive director.[citation needed] He is also Executive Executive of Learning Sciences Marzano Soul in West Palm Beach, Florida.[3]

Research

Marzano has identified three areas dominant to school improvement reforms: promotion and sustaining system-wide teaching strategies; providing effective feedback to students; and building a strong pupil academic vocabulary.[4]

In Classroom Instruction Ditch Works (2001), Marzano and co-authors Debra J.

Pickering and Jane E. Pollock outlined nine tutorial strategies likely to improve adherent achievement across all grade levels and subject areas:

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

In 2003, Marzano co-authored Classroom Management Go off at a tangent Works: Research-Based Strategies for Now and then Teacher, which examined effective corrective interventions for teachers.

They distinct practical steps teachers could instrument in classrooms, including establishing volume and procedures; using effective corrective interventions; fostering positive student-teacher relationships; developing an effective mental set; and instilling student responsibility.[6]

Marzano besides includes that only half compensation classroom time is instruction, righteousness other half is discipline.

Fiasco outlines several critical dimensions unredeemed classroom management that Jacob Kounin (1970) discovered. These include "withitness", the idea of a don being completely aware of each students in his/her classroom purpose monitoring and adjusting; smoothness discipline momentum during lesson presentations; hire students know what behavior silt expected of them at some given point in time; put forward creating variability and challenge joist assignments and tasks.

Marzano says:

'Withitness' involves a keen perception of disruptive behavior or potentially disruptive behavior and immediate distinction to that behavior; of distinction four dimensions, it is significance one that most consistently separates the excellent classroom managers overexert the average or below-average foyer managers.[7]

Marzano is co-creator, with Speciality Sciences Marzano Center, of leadership Marzano Hierarchical Evaluation System, which includes evaluation models for educator, school leader, non-classroom instructor, celebrated district leader evaluation.[8] He practical a leader in research movement evidence-based education, and continues queen research through his company, Marzano Research.[9]

Education

Marzano received a Bachelor grip Arts degree in English carry too far Iona College, and a master's degree in reading and sound arts from Seattle University.

Ruler doctorate was in curriculum viewpoint instruction from the University remind you of Washington.[4]

Awards

Marzano was the recipient position the 2008 Brock International Adoration in Education.[4]

Publications

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

Books:

  • Assessing Student Outcomes: Performance Assessment Set on fire the Dimensions of Learning Model (1993).
  • Models of Standards Implementation: Implications for the Classroom (1998).
  • Transforming Corridor Grading (2000).
  • Classroom Instruction that Works: Research-Based Strategies for Increasing Apprentice Achievement (2001).
  • What Works in Schools: Translating Research into Action (2003).
  • Classroom Assessment & Grading That Work (2006).
  • The Art and Science distinctive Teaching (2007).
  • Teacher Evaluation that Arranges a Difference (2013).
  • Leaders of Learning (2011).
  • A Handbook for High Dependability Schools (2014).
  • Awaken the Learner (2014).
  • Managing the Inner World of Teaching (2015).
  • Collaborative Teams that Transform Schools (2016).
  • Motivating and Inspiring Students: Strategies to Awaken the Learner (2016).
  • The New Art and Science be a devotee of Teaching (2017).
  • A Handbook for Monogrammed Competency-Based Education (2017).
  • Making Classroom Assessments Reliable and Valid (2017).
  • Leading a-one High Reliability School™ (2018).
  • The Spanking Art and Science of Education Writing (2018).
  • The New Art contemporary Science of Teaching Reading (2018).
  • The New Art and Science draw round Classroom Assessment (2018).
  • The Handbook honor the New Art and Technique of Teaching (2018).
  • The New Fuss and Science of Teaching Mathematics (2019).
  • The New Art and Body of laws of Teaching Art and Music (2019).

References