Using formative assessment to enhance learning, achievement, and academic self-regulation:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
Routledge, Taylor & Francis Group
2018
|
| Schriftenreihe: | Student assessment for educators
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Includes index |
| Beschreibung: | xii, 127 Seiten Illustration |
| ISBN: | 9781138653009 9781138653030 |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804177869204619264 |
|---|---|
| adam_text | Contents
List of Figures, Tables, and Boxes
Preface
1 Introduction to Formative Assessment
Overview 1
What About Grading? 4
Three Guiding Questions 5
Formative Assessment Influences Learning Through
Feedback 9
Formative Assessment and Self-Regulated
Learning 12
Classroom Culture and Formative Assessment 17
2 Actionable Principles of Formative Assessment
Overview 25
Middle School Classroom 27
Elementary Mathematics Lesson 30
VI Contents
Diagnostic Items 33
Self-Regulated Learning, Self-Efficacy, and
Motivation 34
3 Clear Learning Coals and Criteria
Overview 39
Learning Goals Derived From Standards 40
Learning Goals Derived From Learning
Progressions 43
Performance and Product Criteria 47
Performance Criteria 48
Product Criteria 51
Checklists 52
Rubrics 53
Goals, Criteria, and Self-Regulation 59
Co-Constructing Criteria With Students 59
4 Collecting and Interpreting Evidence of Learning
Overview 65
Collecting and Interpreting Evidence as
Students Work 67
Collecting and Interpreting Evidence of Learning
From Diagnostic Items 70
Collecting and Interpreting Evidence of Learning
From Parallel Tests 74
Collecting and Interpreting Evidence of Learning
With Technology 76
Researcher-Developed Tools 77
Online Assessment Response Tools 79
Evidence Quality 81
Validity in Formative Assessment 84
Reliability in Formative Assessment 85
Fairness in Formative Assessment 86
Using the Evidence 86
Contents VI i
Collecting and Interpreting Evidence of Learning
From Themselves: Student Self-Assessment 87
Collecting and Interpreting Evidence of Learning
From Peers 91
Student Interpretations of Feedback 95
5 Taking Action
Overview 101
Teachers Taking Action 102
Continue With the Lesson as Planned 102
Make Immediate Instructional Adjustments 103
Modeling 103
Prompting 104
Questioning 105
Telling 109
Explaining 110
Directing 110
Providing Feedback 111
Make Plans for Subsequent Lessons 113
Students Taking Action: Assessment Strategies
That Prompt Corrections9 Rethinking, and
Revisions Connected to Learning Goals and
Success Criteria 114
Summing Up and Moving Forward 121
lOl
index
124
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.
|
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| discipline | Pädagogik Psychologie |
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| illustrated | Illustrated |
| indexdate | 2024-07-10T07:54:56Z |
| institution | BVB |
| isbn | 9781138653009 9781138653030 |
| language | English |
| lccn | 017008597 |
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| publishDate | 2018 |
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| series2 | Student assessment for educators |
| spelling | Andrade, Heidi L. aut Using formative assessment to enhance learning, achievement, and academic self-regulation Heidi L.Andrade and Margaret Heritage New York Routledge, Taylor & Francis Group 2018 xii, 127 Seiten Illustration txt rdacontent n rdamedia nc rdacarrier Student assessment for educators Includes index Educational evaluation Educational tests and measurements Academic achievement Testing Student-centered learning Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Formative Evaluation (DE-588)4155004-3 gnd rswk-swf Selbstgesteuertes Lernen (DE-588)4180834-4 gnd rswk-swf Selbstgesteuertes Lernen (DE-588)4180834-4 s Pädagogische Psychologie (DE-588)4044321-8 s Formative Evaluation (DE-588)4155004-3 s DE-604 Heritage, Margaret aut Erscheint auch als Online-Ausgabe 978-1-315-62385-6 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029923321&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029923321&sequence=000002&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Andrade, Heidi L. Heritage, Margaret Using formative assessment to enhance learning, achievement, and academic self-regulation Educational evaluation Educational tests and measurements Academic achievement Testing Student-centered learning Pädagogische Psychologie (DE-588)4044321-8 gnd Formative Evaluation (DE-588)4155004-3 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd |
| subject_GND | (DE-588)4044321-8 (DE-588)4155004-3 (DE-588)4180834-4 |
| title | Using formative assessment to enhance learning, achievement, and academic self-regulation |
| title_auth | Using formative assessment to enhance learning, achievement, and academic self-regulation |
| title_exact_search | Using formative assessment to enhance learning, achievement, and academic self-regulation |
| title_full | Using formative assessment to enhance learning, achievement, and academic self-regulation Heidi L.Andrade and Margaret Heritage |
| title_fullStr | Using formative assessment to enhance learning, achievement, and academic self-regulation Heidi L.Andrade and Margaret Heritage |
| title_full_unstemmed | Using formative assessment to enhance learning, achievement, and academic self-regulation Heidi L.Andrade and Margaret Heritage |
| title_short | Using formative assessment to enhance learning, achievement, and academic self-regulation |
| title_sort | using formative assessment to enhance learning achievement and academic self regulation |
| topic | Educational evaluation Educational tests and measurements Academic achievement Testing Student-centered learning Pädagogische Psychologie (DE-588)4044321-8 gnd Formative Evaluation (DE-588)4155004-3 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd |
| topic_facet | Educational evaluation Educational tests and measurements Academic achievement Testing Student-centered learning Pädagogische Psychologie Formative Evaluation Selbstgesteuertes Lernen |
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