Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-R

The Nile on eBay   Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation by Margaret Heritage, Heidi L. Andrade

Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help teachers maximize the positive impacts of testing on teaching.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

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.

Author Biography

Heidi 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.

Table of Contents

List of Figures, Tables, and BoxesPrefaceChapter 1: Introduction to Formative AssessmentOverviewWhat About Grading?Three Guiding QuestionsFormative Assessment Influences Learning through FeedbackFormative Assessment and Self-Regulated LearningClassroom Culture and Formative AssessmentChapter 2: Actionable Principles of Formative AssessmentOverviewMiddle School ClassroomElementary Mathematics LessonDiagnostic ItemsSelf-Regulated Learning, Self-Efficacy, and MotivationChapter 3: Clear Learning Goals and CriteriaOverviewLearning Goals Derived From StandardsLearning Goals Derived From Learning ProgressionsPerformance and Product Criteria Performance CriteriaProduct CriteriaChecklistsRubricsGoals, Criteria, and Self-RegulationCo-Constructing Criteria With StudentsChapter 4: Collecting and Interpreting Evidence of LearningOverviewCollecting and Interpreting Evidence as Students WorkCollecting and Interpreting Evidence of Learning From Diagnostic ItemsCollecting and Interpreting Evidence of Learning From Parallel Tests Collecting and Interpreting Evidence of Learning With Technology Researcher-Developed ToolsOnline Assessment Response ToolsEvidence QualityValidity in Formative AssessmentReliability in Formative AssessmentFairness in Formative AssessmentUsing the Evidence Collecting and Interpreting Evidence of Learning From Themselves: Student Self-AssessmentCollecting and Interpreting Evidence of Learning From PeersStudent Interpretations of FeedbackChapter 5: Taking ActionOverviewTeachers Taking ActionContinue With the Lesson as PlannedMake Immediate Instructional AdjustmentsModelingPromptingQuestioningTellingExplainingDirectingProviding FeedbackMake Plans for Subsequent LessonsStudents Taking Action: Assessment Strategies That Prompt Corrections, Rethinking, and Revisions Connected to Learning Goals and Success CriteriaSumming Up and Moving Forward

Long Description

Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help teachers maximize the positive impacts of testing on teaching. This book explains how to use assessment toward improving learning by linking behaviorist theory to the formative assessment process. With sections on goal-setting, progress-monitoring, interpreting feedback, and revision of goal-setting, this is a perfect addition to assessment courses. The second volume of the Student Assessment for Educators series, this book translates work from leading assessment specialists for best use by teachers as they prepare for the classroom.

Details ISBN1138653039 Author Heidi L. Andrade Publisher Taylor & Francis Ltd Series Student Assessment for Educators ISBN-10 1138653039 ISBN-13 9781138653030 Format Paperback Imprint Routledge Place of Publication London Country of Publication United Kingdom Year 2017 Affiliation UCLA, USA DEWEY 371.26 Pages 128 Language English AU Release Date 2017-07-10 NZ Release Date 2017-07-10 Publication Date 2017-07-10 UK Release Date 2017-07-10 Illustrations 12 Tables, black and white; 6 Line drawings, black and white; 1 Halftones, black and white; 7 Illustrations, black and white Alternative 9781138653009 Audience Professional & Vocational We've got this

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