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

by Andrade, Heidi L.

Type Book

Rate 0.0 /5

Details

Files

Reviews

Download

Title Statements

Full title :Using formative assessment to enhance learning, achievement, and academic self-regulation / Heidi L. Andrade and Margaret Heritage.

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. Book jacket.

Edition Statements

Publication Date:©2018

Publication Statements

Publisher(s):Routledge
Place of Publication:New York, NY
Language:eng
Publication Date:©2018

The Physical Object

Description:xii, 127 pages ; : 20 cm.

Edition Identifiers

ISBN:9781138653009, 1138653004, 9781138653030, 1138653039
oclc:ocn962234137
LC Classification:LB2822.75
Dewey Decimal:371.26

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 -- Actionable Principles of Formative Assessment -- Overview -- Middle School Classroom -- Elementary Mathematics Lesson -- Diagnostic Items -- Self-Regulated Learning, Self-Efficacy, and Motivation -- Clear Learning Coals 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 -- 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…

Subjects

Academic achievement -- Testing Educational evaluation Educational Measurement Educational tests and measurements Enseignement axé sur l'apprenant Évaluation en éducation Formative evaluation Pädagogische Psychologie Selbstgesteuertes Lernen Student-centered learning Tests et mesures en éducation