Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help teachers maximize the positive impacts of testing on teaching.
Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help teachers maximize the positive impacts of testing on teaching.
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.
Inhaltsangabe
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
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
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