Supercharge your formative assessment skills and watch student learning soar! The authors describe an effective four-step process for improving teachers' formative assessment practices that provides opportunities to reflect, consider alternative instructional approaches, and apply what they have learned. The text suggests that teachers ask themselves the same questions they ask students: Where am I going? What can formative assessment practice look like? Where am I currently in my formative assessment practice? How do I close the gap? Included are case studies, examples of formative assessment…mehr
Supercharge your formative assessment skills and watch student learning soar! The authors describe an effective four-step process for improving teachers' formative assessment practices that provides opportunities to reflect, consider alternative instructional approaches, and apply what they have learned. The text suggests that teachers ask themselves the same questions they ask students: Where am I going? What can formative assessment practice look like? Where am I currently in my formative assessment practice? How do I close the gap? Included are case studies, examples of formative assessment in practice, and a companion website with tools and templates.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
E. Caroline Wylie is a research scientist at Educational Testing Service. She holds a undergraduate degree in Applied Mathematics and Physics, a postgraduate certificate in teaching mathematics and information technology and a doctorate in educational assessment, all from Queen's University, Belfast. Her current research addresses issues of the use of formative assessment to improve classroom teaching and learning. She has been involved in projects that are focused on the creation of effective, scaleable and sustainable teacher professional development. Related research projects have focused on the formative use of diagnostic questions for classroom-based assessment, and the impact that the sustained use of such questions have on classroom instruction and student learning. Current work includes an investigation of how learning progressions can be used to support formative assessment in mathematics. Several of these projects have been supported by large grants, for which she been the principal investigator or co- principal investigator. Previous work at ETS includes serving as the lead ETS developer of the National Board for Professional Teaching Standards (NBPTS) certificates for middle and high school science teachers and elementary school art teachers.
Inhaltsangabe
List of Web Tools Foreword Acknowledgments About the Authors Preface Who Is This Book For? Special Features of This Book Chapter Highlights 1. Introduction to Improving Formative Assessment Practice Formative and Summative Assessment Evaluation and Formative Assessment Evaluation and Professional Development The Self-Evaluation Process Overview of the Chapters 2. Examining Formative Assessment Formative Assessment in Practice Understanding Formative Assessment The Impact of Formative Assessment on Learning Formative Assessment Characteristics Used in the "How-To Guide" Summary: The Big Idea of Chapter 2 Questions for Individual Consideration Questions for Consideration as a Learning Community 3. Getting Started on Your Self-Evaluation Journey Beginning the Self-Evaluation Process Developing Familiarity with Formative Assessment Am I Ready to Engage in This Process? Summary: The Big Idea of Chapter 3 4. A Targeted Look at One Area Personal Reflection on Strengths and Areas for Improvement Collecting Evidence of Practice Assessing Quality of Information Selecting an Area for Improvement Act-Reflect-Revise Summary: The Big Idea for Chapter 4 5. Support for Making Changes to Practice The Cycle-Within-The-Cycle: Act, Reflect, Revise Sources of Support How Will I Know When I am Ready to Choose a New Target or Characteristic? Summary: The Big Idea of Chapter 5 6. Self-Evaluation of Changes to Practice Chain of Evidence Collecting Evidence of Effects Sources of Evidence Additional Considerations Summing Up Summary: The Big Idea of Chapter 6 7. Putting It All Together Index
List of Web Tools Foreword Acknowledgments About the Authors Preface Who Is This Book For? Special Features of This Book Chapter Highlights 1. Introduction to Improving Formative Assessment Practice Formative and Summative Assessment Evaluation and Formative Assessment Evaluation and Professional Development The Self-Evaluation Process Overview of the Chapters 2. Examining Formative Assessment Formative Assessment in Practice Understanding Formative Assessment The Impact of Formative Assessment on Learning Formative Assessment Characteristics Used in the "How-To Guide" Summary: The Big Idea of Chapter 2 Questions for Individual Consideration Questions for Consideration as a Learning Community 3. Getting Started on Your Self-Evaluation Journey Beginning the Self-Evaluation Process Developing Familiarity with Formative Assessment Am I Ready to Engage in This Process? Summary: The Big Idea of Chapter 3 4. A Targeted Look at One Area Personal Reflection on Strengths and Areas for Improvement Collecting Evidence of Practice Assessing Quality of Information Selecting an Area for Improvement Act-Reflect-Revise Summary: The Big Idea for Chapter 4 5. Support for Making Changes to Practice The Cycle-Within-The-Cycle: Act, Reflect, Revise Sources of Support How Will I Know When I am Ready to Choose a New Target or Characteristic? Summary: The Big Idea of Chapter 5 6. Self-Evaluation of Changes to Practice Chain of Evidence Collecting Evidence of Effects Sources of Evidence Additional Considerations Summing Up Summary: The Big Idea of Chapter 6 7. Putting It All Together Index
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