Formative Assessment

Making It Happen in the Classroom
1. Auflage 2010
ISBN: 978-1-4129-7504-9
Verlag: Sage Publications

Buch, Englisch, 160 Seiten, Format (B × H): 179 mm x 254 mm, Gewicht: 340 g

Formative assessment allows teachers to identify and close gaps in student understanding and move learning forward. This research-based book helps educators develop the knowledge and skills necessary to successfully implement formative assessment in the classroom. Margaret Heritage walks readers through every step of the process and offers specific examples to illustrate the implementation of formative assessment across a range of subject areas and grade levels. This book explains how to: - Clearly articulate learning progressions, learning goals, and success criteria - Select strategies for assessment and provide quality feedback - Engage students in self-assessment and self-management - Create a classroom environment that values feedback as part of the learning process With guidance for school administrators who want to promote schoolwide implementation, Formative Assessment helps educators effectively target their teaching and improve learning for all students.

Autoren/Hrsg.

Heritage, Margaret

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Schulpädagogik

Inhaltsverzeichnis

Acknowledgments
About the Author
About the Contributor
1. Introduction
2. Assessment With and For Students
3. It All Depends On What the Data Tell You
4. The Drivers of Formative Assessment: Learning Goals and Success Criteria
5. Formative Feedback for Teaching
6. Formative Feedback for Learning
7. Operationalizing Formative Assessment in the Classroom: What Do Teachers Need to Know and Be Able to Do?
8. Developing and Deepening Formative Assessment Practice
References
Index

Über Autor(innen)

Heritage, Margaret
Margaret Heritage is an independent consultant in education. For her entire career, her work has spanned both research and practice. In addition to spending many years in her native England as a practitioner, a university teacher, and an inspector of schools, she had an extensive period at the University of California at Los Angeles (UCLA), first as principal of the laboratory school of the Graduate School of Education and Information Students and then as an Assistant Director at UCLA’s National Center for Research on Evaluation, Standards and Student Testing. She has also taught courses in the Departments of Education at UCLA and Stanford University. She is a regular presenter at conferences across the United States and internationally. Her most recent book with Corwin, co-authored with Christine Harrison, is The Power of Assessment for Learning: Twenty Years of Research and Practice in UK and US Classrooms.