| Description |
1 online resource : text file, PDF |
| Series |
Student Assessment for Educators |
| Contents |
Cover; Title; Copyright; Contents; List of Figures, Tables, and Boxes; Preface; 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 |
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Learning Goals Derived From StandardsLearning 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 |
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Researcher-Developed ToolsOnline 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 |
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Providing FeedbackMake 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; Index |
| 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 |
| Subject |
Educational evaluation.
|
|
Educational tests and measurements.
|
|
Educational Measurement
|
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Educational evaluation
|
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Educational tests and measurements
|
| Form |
Electronic book
|
| Author |
Heritage, Margaret
|
| ISBN |
9781315623856 |
|
1315623854 |
|
