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OverviewThere 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. Full Product DetailsAuthor: Heidi L. Andrade , Margaret Heritage (UCLA, USA) , James H. McMillanPublisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.150kg ISBN: 9781138653030ISBN 10: 1138653039 Pages: 128 Publication Date: 10 July 2017 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsList of Figures, Tables, and Boxes Preface Chapter 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 Chapter 2: Actionable Principles of Formative Assessment Overview Middle School Classroom Elementary Mathematics Lesson Diagnostic Items Self-Regulated Learning, Self-Efficacy, and Motivation Chapter 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 Chapter 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 Chapter 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 ForwardReviewsAuthor InformationHeidi L. Andrade is Associate Professor of Educational Psychology and Methodology in the School of Education at the University at Albany, State University of New York, USA. Margaret Heritage is Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing (CRESST) at University of California Los Angeles, USA. Tab Content 6Author Website:Countries AvailableAll regions |
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