Handbook of research on formative assessment in pre-K through elementary classrooms:
Educators require constructive information that details their students' comprehension and can help them to advance the learners' education. Accurate evaluation of students at all educational levels and the implementation of comprehensive assessment strategies are essential for ensuring stu...
Gespeichert in:
| 1. Verfasser: | |
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| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :
IGI Global,
2019.
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Educators require constructive information that details their students' comprehension and can help them to advance the learners' education. Accurate evaluation of students at all educational levels and the implementation of comprehensive assessment strategies are essential for ensuring student equality and academic success. The Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms is an essential research publication that addresses gaps in the understanding of formative assessment and offers educators meaningful and comprehensive examples of formative assessment i. |
| Beschreibung: | Description based upon print version of record. |
| Beschreibung: | 30 PDFs (438 pages) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781799803249 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
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| 245 | 1 | 0 | |a Handbook of research on formative assessment in pre-K through elementary classrooms |c Christie Martin, Drew Polly, Richard Lambert, editors. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : |b IGI Global, |c 2019. | |
| 300 | |a 30 PDFs (438 pages) | ||
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| 500 | |a Description based upon print version of record. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Section 1. Formative assessment in schools. Chapter 1. Making the leap: rethinking assessment practices in schools ; Chapter 2. Empowering students and teachers through formative assessment: a growth-mindset model ; Chapter 3. Shaping a validity argument for the use of authentic formative assessments to support young children -- Section 2. Preparing teachers to formatively assess students. Chapter 4. Formative assessment in a teacher education course: supporting teachers to teach critical literacy to young children ; Chapter 5. Preparing teachers to formatively assess: connecting the initial capabilities of preservice teachers with visions of teaching practice ; Chapter 6. Don't assess a fish by its ability to climb a tree: considerations and strategies to ensure equitable formative assessment practices for all learners ; Chapter 7. Using photographs and learning trajectories to enhance teacher noticing to support formative assessment -- Section 3. Formative assessment in STEM education. Chapter 8. Developing student agency to support learning-trajectory-based formative assessment ; Chapter 9. Formative assessment in hands-on STEM education ; Chapter 10. Embedding formative assessment in the mathematics classroom through writing, discourse, and the use of digital tools: embedding formative assessment in the mathematics classroom ; Chapter 11. Learning the parallelogram area with technology supported by formative assessment ; Chapter 12. Supporting elementary mathematics teacher candidates' use of divergent formative assessment ; Chapter 13. Developing teacher candidates' formative assessment practices: linking mathematics teaching to assessing student thinking -- Section 4. Formative assessment in literacy. Chapter 14. Formative assessment on writing: affordances and challenges in elementary settings ; Chapter 15. Fostering self-assessment practices to grow readers ; Chapter 16. Formative reading assessments of running records and miscue analysis: limits and possibilities for literacy learning ; Chapter 17. Assessment in 21st century learning: improvisation and inquiry ; Chapter 18. Summative literacy assessments and how they imagine children: an international comparison. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 520 | 3 | |a Educators require constructive information that details their students' comprehension and can help them to advance the learners' education. Accurate evaluation of students at all educational levels and the implementation of comprehensive assessment strategies are essential for ensuring student equality and academic success. The Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms is an essential research publication that addresses gaps in the understanding of formative assessment and offers educators meaningful and comprehensive examples of formative assessment i. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 10/31/2019). | ||
| 650 | 0 | |a Education, Elementary. | |
| 650 | 0 | |a Educational evaluation. | |
| 650 | 0 | |a Educational tests and measurements. | |
| 655 | 0 | |a Electronic books. | |
| 700 | 1 | |a Lambert, Richard, |e editor. | |
| 700 | 1 | |a Polly, Drew, |e editor. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
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Datensatz im Suchindex
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| _version_ | 1816797082332168193 |
| adam_text | |
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| author | Martin, Christie |
| author2 | Lambert, Richard Polly, Drew |
| author2_role | edt edt |
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| author_facet | Martin, Christie Lambert, Richard Polly, Drew |
| author_role | aut |
| author_sort | Martin, Christie |
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| callnumber-first | L - Education |
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| contents | Section 1. Formative assessment in schools. Chapter 1. Making the leap: rethinking assessment practices in schools ; Chapter 2. Empowering students and teachers through formative assessment: a growth-mindset model ; Chapter 3. Shaping a validity argument for the use of authentic formative assessments to support young children -- Section 2. Preparing teachers to formatively assess students. Chapter 4. Formative assessment in a teacher education course: supporting teachers to teach critical literacy to young children ; Chapter 5. Preparing teachers to formatively assess: connecting the initial capabilities of preservice teachers with visions of teaching practice ; Chapter 6. Don't assess a fish by its ability to climb a tree: considerations and strategies to ensure equitable formative assessment practices for all learners ; Chapter 7. Using photographs and learning trajectories to enhance teacher noticing to support formative assessment -- Section 3. Formative assessment in STEM education. Chapter 8. Developing student agency to support learning-trajectory-based formative assessment ; Chapter 9. Formative assessment in hands-on STEM education ; Chapter 10. Embedding formative assessment in the mathematics classroom through writing, discourse, and the use of digital tools: embedding formative assessment in the mathematics classroom ; Chapter 11. Learning the parallelogram area with technology supported by formative assessment ; Chapter 12. Supporting elementary mathematics teacher candidates' use of divergent formative assessment ; Chapter 13. Developing teacher candidates' formative assessment practices: linking mathematics teaching to assessing student thinking -- Section 4. Formative assessment in literacy. Chapter 14. Formative assessment on writing: affordances and challenges in elementary settings ; Chapter 15. Fostering self-assessment practices to grow readers ; Chapter 16. Formative reading assessments of running records and miscue analysis: limits and possibilities for literacy learning ; Chapter 17. Assessment in 21st century learning: improvisation and inquiry ; Chapter 18. Summative literacy assessments and how they imagine children: an international comparison. |
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| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.26 |
| dewey-search | 371.26 |
| dewey-sort | 3371.26 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| genre_facet | Electronic books. |
| id | ZDB-98-IGB-00227628 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:51:55Z |
| institution | BVB |
| isbn | 9781799803249 |
| language | English |
| oclc_num | 1126234889 |
| open_access_boolean | |
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| physical | 30 PDFs (438 pages) Also available in print. |
| psigel | ZDB-98-IGB |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | IGI Global, |
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| spelling | Martin, Christie, author. Handbook of research on formative assessment in pre-K through elementary classrooms Christie Martin, Drew Polly, Richard Lambert, editors. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, 2019. 30 PDFs (438 pages) text rdacontent electronic isbdmedia online resource rdacarrier Description based upon print version of record. Includes bibliographical references and index. Section 1. Formative assessment in schools. Chapter 1. Making the leap: rethinking assessment practices in schools ; Chapter 2. Empowering students and teachers through formative assessment: a growth-mindset model ; Chapter 3. Shaping a validity argument for the use of authentic formative assessments to support young children -- Section 2. Preparing teachers to formatively assess students. Chapter 4. Formative assessment in a teacher education course: supporting teachers to teach critical literacy to young children ; Chapter 5. Preparing teachers to formatively assess: connecting the initial capabilities of preservice teachers with visions of teaching practice ; Chapter 6. Don't assess a fish by its ability to climb a tree: considerations and strategies to ensure equitable formative assessment practices for all learners ; Chapter 7. Using photographs and learning trajectories to enhance teacher noticing to support formative assessment -- Section 3. Formative assessment in STEM education. Chapter 8. Developing student agency to support learning-trajectory-based formative assessment ; Chapter 9. Formative assessment in hands-on STEM education ; Chapter 10. Embedding formative assessment in the mathematics classroom through writing, discourse, and the use of digital tools: embedding formative assessment in the mathematics classroom ; Chapter 11. Learning the parallelogram area with technology supported by formative assessment ; Chapter 12. Supporting elementary mathematics teacher candidates' use of divergent formative assessment ; Chapter 13. Developing teacher candidates' formative assessment practices: linking mathematics teaching to assessing student thinking -- Section 4. Formative assessment in literacy. Chapter 14. Formative assessment on writing: affordances and challenges in elementary settings ; Chapter 15. Fostering self-assessment practices to grow readers ; Chapter 16. Formative reading assessments of running records and miscue analysis: limits and possibilities for literacy learning ; Chapter 17. Assessment in 21st century learning: improvisation and inquiry ; Chapter 18. Summative literacy assessments and how they imagine children: an international comparison. Restricted to subscribers or individual electronic text purchasers. Educators require constructive information that details their students' comprehension and can help them to advance the learners' education. Accurate evaluation of students at all educational levels and the implementation of comprehensive assessment strategies are essential for ensuring student equality and academic success. The Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms is an essential research publication that addresses gaps in the understanding of formative assessment and offers educators meaningful and comprehensive examples of formative assessment i. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 10/31/2019). Education, Elementary. Educational evaluation. Educational tests and measurements. Electronic books. Lambert, Richard, editor. Polly, Drew, editor. IGI Global, publisher. Print version: 1799803236 9781799803232 FWS01 ZDB-98-IGB FWS_PDA_IGB http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-0323-2 Volltext |
| spellingShingle | Martin, Christie Handbook of research on formative assessment in pre-K through elementary classrooms Section 1. Formative assessment in schools. Chapter 1. Making the leap: rethinking assessment practices in schools ; Chapter 2. Empowering students and teachers through formative assessment: a growth-mindset model ; Chapter 3. Shaping a validity argument for the use of authentic formative assessments to support young children -- Section 2. Preparing teachers to formatively assess students. Chapter 4. Formative assessment in a teacher education course: supporting teachers to teach critical literacy to young children ; Chapter 5. Preparing teachers to formatively assess: connecting the initial capabilities of preservice teachers with visions of teaching practice ; Chapter 6. Don't assess a fish by its ability to climb a tree: considerations and strategies to ensure equitable formative assessment practices for all learners ; Chapter 7. Using photographs and learning trajectories to enhance teacher noticing to support formative assessment -- Section 3. Formative assessment in STEM education. Chapter 8. Developing student agency to support learning-trajectory-based formative assessment ; Chapter 9. Formative assessment in hands-on STEM education ; Chapter 10. Embedding formative assessment in the mathematics classroom through writing, discourse, and the use of digital tools: embedding formative assessment in the mathematics classroom ; Chapter 11. Learning the parallelogram area with technology supported by formative assessment ; Chapter 12. Supporting elementary mathematics teacher candidates' use of divergent formative assessment ; Chapter 13. Developing teacher candidates' formative assessment practices: linking mathematics teaching to assessing student thinking -- Section 4. Formative assessment in literacy. Chapter 14. Formative assessment on writing: affordances and challenges in elementary settings ; Chapter 15. Fostering self-assessment practices to grow readers ; Chapter 16. Formative reading assessments of running records and miscue analysis: limits and possibilities for literacy learning ; Chapter 17. Assessment in 21st century learning: improvisation and inquiry ; Chapter 18. Summative literacy assessments and how they imagine children: an international comparison. Education, Elementary. Educational evaluation. Educational tests and measurements. |
| title | Handbook of research on formative assessment in pre-K through elementary classrooms |
| title_auth | Handbook of research on formative assessment in pre-K through elementary classrooms |
| title_exact_search | Handbook of research on formative assessment in pre-K through elementary classrooms |
| title_full | Handbook of research on formative assessment in pre-K through elementary classrooms Christie Martin, Drew Polly, Richard Lambert, editors. |
| title_fullStr | Handbook of research on formative assessment in pre-K through elementary classrooms Christie Martin, Drew Polly, Richard Lambert, editors. |
| title_full_unstemmed | Handbook of research on formative assessment in pre-K through elementary classrooms Christie Martin, Drew Polly, Richard Lambert, editors. |
| title_short | Handbook of research on formative assessment in pre-K through elementary classrooms |
| title_sort | handbook of research on formative assessment in pre k through elementary classrooms |
| topic | Education, Elementary. Educational evaluation. Educational tests and measurements. |
| topic_facet | Education, Elementary. Educational evaluation. Educational tests and measurements. Electronic books. |
| url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-0323-2 |
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