Using formative assessment to enhance learning, achievement, and academic self-regulation

Author(s)

• Andrade, Heidi L.
• Heritage, Margaret

Bibliographic Information

Using formative assessment to enhance learning, achievement, and academic self-regulation

Heidi L. Andrade and Margaret Heritage

（Student assessment for educators / edited by James H. McMillan）

Routledge, Taylor & Francis Group, 2018

• : pbk

Note

Includes index

Description and Table of Contents

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.

Table of Contents

List 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 Forward

by "Nielsen BookData"

Details

• NCID: BB27200919
• ISBN:
  • 9781138653030
• Country Code: us
• Title Language Code: eng
• Text Language Code: eng
• Place of Publication: New York
• Pages/Volumes: xii, 127 p.
• Size: 20 cm
• Classification:
  • DC23 : 371.26
• Subject Headings:
  • LCSH : Educational evaluation
  • LCSH : Educational tests and measurements
• Parent Bibliography ID:
  • BB27200806