April 29 and 30th,  Cunard Centre, Halifax , Nova Scotia
The Power of Assessment to Transform Teaching and Learning
Communication Solution Tree Links Cunard Centre Lunch Travel Schedule Important Info.

Bibliography


Dr. Robert J. Marzano

Books:

Marzano, R.J. (2006).  Classroom assessment & grading that work. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R.J. (2003).  What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R.J. (2000).  Transforming classroom grading Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R.J. (1998). Models of standards implementation: Implications for the classroom. Aurora CO: Mid-continent Regional Educational Laboratory.

Marzano, R.J., Pickering, D.J., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Alexandria, VA: Association for Supervision and Curriculum Development.

Articles and Chapters in Books:

Marzano, R.J. (2003). Using data: Two wrongs and a right. Educational Leadership, 60 (5), 56-61.

Marzano, R.J. (2002). A comparison of two methods of scoring classroom assessments. Applied Measurement in Education, 15 (3), 249-268.

Marzano, R.J. (2000). Implementing standards-based education. Teacher Librarian, 28 (2), 30-32.

Marzano, R.J. (1999). Eight questions about implementing standards-based education. Practical Assessment, Research, and Evaluation, 5 (6), 1-12.

Marzano, R.J. (1999). Building curriculum and assessment around standards. High School Magazine, 6 (5), 14-19.

Marzano, R.J. & Schmoker, M. (1999). Realizing the promise of standards-based education. Educational Leadership, 56 (6), 12-16.
 

Marzano, R.J. (1998). Rethinking tests and performance tasks. School Administrator, 11 (55), 10-12.

Marzano, R.J. (1998). Cognitive, metacognitive, and conative considerations in classroom assessment. In N. M. Lambert & B. L. McCombs (Eds.), How students learn: Reforming schools through learner-centered education (pp. 241-266). Washington: American Psychological Association.

Marzano, R.J. (1997). Four approaches to implementing standards. The High School Magazine, 4 (2), 18-31.

Marzano, R.J. (1997). An array of strategies for classroom teachers. Momentum, 28 (2), 6-10.

Marzano, R.J. (1994). Lessons from the field about outcome-based performance assessments. Educational Leadership, 51 (6), 44-50.

Marzano, R.J. (1994). Commentary on literacy portfolios. In S. W. Valencia, E. H. Hiebert, & P. P. Afflerbach (Eds.), Authentic reading assessment: Practices and possibilities (pp. 41-45). Newark: International Reading Association.

Scherer, M. (2001). How and why standards can improve student achievement: A conversation with Robert J. Marzano. Educational Leadership, 59(1), 14-18.

Presented by the Halifax Regional School Board and Solution Tree Education Canada
April, 2008