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

Erscheinungsjahr 2017
ISBN: 978-1-317-22726-7
Verlag: CRC Press
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 140 Seiten

Reihe: Student Assessment for Educators

Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help teachers maximize the positive impacts of classroom assessment on teaching. 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. Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation 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. The first volume of the Student Assessment for Educators series, this book translates work from leading assessment specialists for use by experienced teachers, as well as those who are preparing for the classroom.

Autoren/Hrsg.

Andrade, Heidi L.

Heritage, Margaret

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

List of Tables and Figures

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

Middle School Classroom

Elementary Mathematics Lesson

Diagnostic Items

Self-regulated Learning, Self-efficacy, and Motivation

Chapter 3: Clear Learning Goals and Criteria

Learning Goals Derived from Standards

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

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

Collecting and Interpreting Evidence of Learning from Themselves: Student Self- assessment

Collecting and Interpreting Evidence of Learning from Peers

Chapter 5: Taking Action

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

Über Autor(innen)

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.