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

Inbunden, Engelska, 2017

Av Heidi L. Andrade, Margaret Heritage, USA) Heritage, Margaret (UCLA

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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.

Produktinformation

Utgivningsdatum2017-07-12
Mått129 x 198 x undefined mm
Vikt420 g
FormatInbunden
SpråkEngelska
SerieStudent Assessment for Educators
Antal sidor128
FörlagTaylor & Francis Ltd
ISBN9781138653009

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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