Book Cover
E-book
Author Andrade, Heidi L., author.

Title Using formative assessment to enhance learning, achievement, and academic self-regulation / Heidi Andrade and Margaret Heritage
Published New York, NY : Routledge, 2017
Online access available from:
ProQuest Ebook Central    View Resource Record  
ProQuest Ebook Central Subscription    View Resource Record  

Copies

Description 1 online resource
Contents Machine generated contents note: 1. Introduction to Formative Assessment -- Overview -- What About Grading? -- Three Guiding Questions -- Formative Assessment Influences Learning Through Feedback -- Formative Assessment and Self-Regulated Learning -- Classroom Culture and Formative Assessment -- 2. Actionable Principles of Formative Assessment -- Overview -- Middle School Classroom -- Elementary Mathematics Lesson -- Diagnostic Items -- Self-Regulated Learning, Self-Efficacy, and Motivation -- 3. Clear Learning Goals and Criteria -- Overview -- Learning Goals Derived From Standards -- Learning Goals Derived From Learning Progressions -- Performance and Product Criteria -- Performance Criteria -- Product Criteria -- Checklists -- Rubrics -- Goals, Criteria, and Self-Regulation -- Co-Constructing Criteria With Students -- 4. Collecting and Interpreting Evidence of Learning -- Overview -- Collecting and Interpreting Evidence as Students Work -- Collecting and Interpreting Evidence of Learning From Diagnostic Items -- Collecting and Interpreting Evidence of Learning From Parallel Tests -- Collecting and Interpreting Evidence of Learning With Technology -- Researcher-Developed Tools -- Online Assessment Response Tools -- Evidence Quality -- Validity in Formative Assessment -- Reliability in Formative Assessment -- Fairness in Formative Assessment -- Using the Evidence -- Collecting and Interpreting Evidence of Learning From Themselves: Student Self-Assessment -- Collecting and Interpreting Evidence of Learning From Peers -- Student Interpretations of Feedback -- 5. Taking Action -- Overview -- Teachers Taking Action -- Continue With the Lesson as Planned -- Make Immediate Instructional Adjustments -- Modeling -- Prompting -- Questioning -- Telling -- Explaining -- Directing -- Providing Feedback -- Make Plans for Subsequent Lessons -- Students Taking Action: Assessment Strategies That Prompt Corrections, Rethinking, and Revisions Connected to Learning Goals and Success Criteria -- Summing Up and Moving Forward
Summary "There is convincing evidence that carefully applied classroom assessments can promote student learning and academic self-regulation. These assessments include, but are not limited to, conversations with students, diagnostic test items, and co-created rubrics used to guide feedback for students themselves and their peers. Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help pre- and in-service teachers maximize the positive impacts of classroom assessment on teaching. Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation translates work from leading specialists and explains how to use assessment to improve learning by linking learning theory to formative assessment processes. Sections on goal setting, progress monitoring, interpreting feedback, and revision of goal setting make this a timely addition to assessment courses."--Provided by publisher
Notes Includes index
Bibliography Includes bibliographical references and index
Notes Print version record
Subject Academic achievement -- Testing.
Educational evaluation.
Educational tests and measurements.
Student-centered learning.
Academic achievement -- Testing.
EDUCATION -- Administration -- General.
EDUCATION -- Organizations & Institutions.
Educational evaluation.
Educational tests and measurements.
Student-centered learning.
Form Electronic book
Author Heritage, Margaret, author.
ISBN 1315623854
1317227247
1317227255
1317227263
9781315623856
9781315623856
9781317227243
9781317227250
9781317227267