Embedded Formative Assessment

Emphasizing the instructional side of formative assessment, this book explores in depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated ...

Author: Dylan Wiliam

Publisher: Solution Tree Press

ISBN: 1936765012

Category: Education

Page: 200

View: 539

Formative assessment plays an important role in increasing teacher quality and student learning when it’s viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students.

Embedding Formative Assessment

This clear, practical guide for teachers centers on five key instructional strategies, along with practical formative assessment techniques for implementing each strategy in K-12 classrooms.

Author: Dylan Wiliam

Publisher:

ISBN: 9781941112298

Category: Education

Page:

View: 421

Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with an overview of each strategy and practical formative assessment techniques for implementing it in K-12 classrooms: Clarifying, sharing, and understanding learning intentions and success criteria Engineering productive discussion and activities that elicit evidence of learning Providing feedback that moves learners forward Activating students as learning resources for each other Activating students as owners of their own learning The authors provide guidance on when and how to use the specific techniques, along with tips, cautions, and enhancements to sustain formative assessment.

Embedded Formative Assessment

The second edition of this best-selling book by Dylan Wiliam presents new research, insights, and formative assessment strategies teachers can immediately apply in their classrooms.

Author: Dylan Wiliam

Publisher:

ISBN: 9781945349225

Category: Education

Page: 240

View: 567

Educational achievement carries more importance than ever in the 21st century. Teacher quality plays a vital role in raising achievement among K-12 students, and improving teacher quality will lead to both greater student outcomes and greater prosperity for individuals and the whole of society. If we are to maintain our status as one of the world's leading economies and secure our economic futures, and if we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. As with the first edition, Embedded Formative Assessment, Second Edition makes the case for the important role of formative assessment in increasing teacher quality and student learning. Author Dylan Wiliam has added over 30 percent new content to this second edition, updating the vast body of research presented in the book's first edition, published in 2011, and including both new and tried-and-tested classroom formative assessment techniques along with evidence that shows how these techniques positively impact student achievement. Teachers can choose from these techniques, try them out in the classroom, and modify them to meet their specific needs.

The Handbook for Embedded Formative Assessment

Developed as a companion to Embedded Formative Assessment, 2nd edition, this handbook guides K-12 teachers through the process of developing effective formative assessments.

Author: Solution Tree

Publisher:

ISBN: 9781945349508

Category: Education

Page: 176

View: 338

Educational achievement carries more importance than ever in the 21st century. According to academic research, teacher quality plays the most vital role in raising achievement among all K¿12 students, so improving teacher quality will lead to both greater student outcomes and greater prosperity for individuals and the whole of society. The Handbook for Embedded Formative Assessment makes the case that incorporating formative assessment into daily classroom practice raises teacher quality and enhances student learning to help all parties meet the evolving demands of society. As a companion to Embedded Formative Assessment, Second Edition (Wiliam, 2018), this book has one main purpose: to help teachers develop the practice of formative assessment in classrooms by providing tried-and-tested classroom formative assessment techniques and giving evidence that shows how these techniques positively impact student achievement. Grades K¿12 teachers can choose from these techniques, try them out in the classroom, and modify them to meet their specific needs. However, The Handbook for Embedded Formative Assessment can also act as a stand-alone book, sharing highlights from Embedded Formative Assessment as necessary before leading straight to the how-tos of classroom formative assessment.


Advancing Formative Assessment in Every Classroom

(2015). Embedded formative assessment and classroom process quality: How do
they interact in promoting science understanding? American Educational
Research Journal, 52(6), 1–27. Devine, D., Fahie, D., & MacGillicuddy, D. (2013).

Author: Connie M. Moss

Publisher: ASCD

ISBN: 1416626719

Category: Education

Page: 186

View: 751

Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together—every day, every minute—to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - "What if" scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to "do" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome.


English Inside the Black Box

Drawing from evidence-based research findings, Design and Technology Inside the Black Box: Assessment for Learning in the Design and Technology Classroom explores the strong correlation between formative assessment and increased student ...

Author: Bethan Marshall

Publisher:

ISBN: 9781941112137

Category: Education

Page: 23

View: 144

English Inside the Black Box is an easy-to-follow booklet offering great advice and guidance on how to develop formative assessment in English.

Foundations of Science Literacy

Focusing on the Head Start community, "Foundations of Science Literacy" (FSL) is a credit-bearing professional development course that directly addresses the achievement gap in early science education.

Author: Nancy Clark-Chiarelli

Publisher:

ISBN:

Category:

Page: 11

View: 401

The need for a scientifically-literate American population has gained great prominence on the educational landscape of priorities over the past decade; young children will be increasingly exposed to the STEM fields and encouraged to excel in these areas. Professional development is key to assuring that early childhood teachers provide children with cognitively-challenging early learning experiences. Focusing on the Head Start community, "Foundations of Science Literacy" (FSL) is a credit-bearing professional development course that directly addresses the achievement gap in early science education. The program not only addresses an urgent need, it also integrates the resources, structure, and support that preschool teachers need to improve early science learning and teaching. First, based on data from an efficacy study nearing completion, the authors assess whether "FSL without" embedded formative assessments leads to gains in preschool children. Second, drawing on insights from a new development project, the authors describe how instruction-embedded formative assessment can be used to "strengthen" and "clarify" the relation between gains in teacher pedagogical content knowledge and gains in children's scientific thinking. For the efficacy study, FSL was implemented in the greater New York City area and the population included preschool teachers and a sample of children in their classrooms using a randomized controlled trial (RCT) design. The authors highlight a promising approach to learning from mixed (summative) results using formative assessment to provide more nuanced information about children's learning over time and to allow teachers to tailor instruction so that it is more effective. One figure is appended.

Formative Assessment Improving Learning in Secondary Classrooms

Zealand: Embedding. Formative. Assessment. in. Multiple. Policy. Initiatives. by
Janet Looney, OECD Jenny Poskitt, Massey University HIGHLIGHTS FROM THE
CASE STUDIES. FORMATIVE ASSESSMENT – IMPROVING LEARNING IN ...

Author: OECD

Publisher: OECD Publishing

ISBN: 9264007415

Category:

Page: 282

View: 344

This study features a collection of eight case studies of exemplary cases from secondary schools as well as international literature reviews and policy analysis related to formative assessment.

Handbook of Formative Assessment

And, can embedded formative assessments improve students' motivational
beliefs? The study involved embedding assessments in the “Foundational
Approaches in Science Teaching” (FAST) program, a multidisciplinary, inquiry-
based ...

Author: Heidi Andrade

Publisher: Routledge

ISBN: 113528394X

Category: Education

Page: 392

View: 291

Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this handbook is to comprehensively profile this burgeoning field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years. Key features include: Comprehensive – nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments. Integrative – thoughtful attention is given to the integration of large-scale and classroom assessments. Practical – provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction. Global – provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems. Accessible Style – although grounded in the latest research, the book’s style and tone has been carefully crafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for researchers in teacher preparation, educational administration, and educational policy studies.

Handbook of Formative Assessment in the Disciplines

In an ongoing research-practice partnership, Penuel and colleagues have
developed three-dimensional units of science instruction and, as part of that
design process, embedded formative assessments at “bends” in the curriculum
storylines.

Author: Heidi L. Andrade

Publisher: Routledge

ISBN: 1351681478

Category: Education

Page: 282

View: 342

The Handbook of Formative Assessment in the Disciplines meaningfully addresses current developments in the field, offering a unique and timely focus on domain dependency. Building from an updated definition of formative assessment, the book covers the integration of measurement principles into practice; the operationalization of formative assessment within specific domains, beyond generic strategies; evolving research directions including student involvement and self-regulation; and new approaches to the challenges of incorporating formative assessment training into pre-service and in-service educator training. As supporters of large-scale testing programs increasingly consider the potential of formative assessments to improve teaching and learning, this handbook advances the subject through novel frameworks, intersections of theory, research, and practice, and attention to discernible disciplines. Written for instructors, graduate students, researchers, and policymakers, each chapter provides expert perspectives on the procedures and evaluations that enable teachers to adapt teaching and learning in-process toward student achievement.

Mathematics Formative Assessment Volume 2

This new volume from award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey helps you improve student outcomes with 50 all-new formative assessment classroom techniques (FACTS) that are embedded throughout a cycle of ...

Author: Page Keeley

Publisher: Corwin Press

ISBN: 1506336647

Category: Education

Page: 256

View: 394

This one-of-a-kind resource helps you build a bridge between your students’ initial ideas and correct mathematical thinking. Includes an annotated reference guide.

Digital Simulations for Improving Education Learning Through Artificial Teaching Environments

Assessment experts suggest that assessments be designed so they are
grounded in evidentiary reasoning, meaning that ... When formative assessments
are embedded into the learning activities themselves, they generate information
about ...

Author: Gibson, David

Publisher: IGI Global

ISBN: 1605663239

Category: Business & Economics

Page: 540

View: 830

Contains research and current trends used in digital simulations of teaching, surveying the uses of games and simulations in teacher education.

Examining Evidence of the Consequential Aspects of Validity in a Curriculum embedded Performance Assessment

That is , assessment measures were needed that could be aligned with the new
content standards ( i.e. , descriptions of ... embedded ) formative assessment (
Pellegrino et al . , 1999 ) . As contrasted to large - scale , externally administered
assessments , classroom - based formative assessments are theoretically “ more
 ...

Author: Julie Marie Nicholson

Publisher:

ISBN:

Category:

Page:

View: 874


Legal Education Review

We describe this as a formative moot , because it uses formative assessment
techniques to influence the quality of student ... activity in order to improve
learning outcomes , in particular by embedding formative assessment in the
exercise .

Author:

Publisher:

ISBN:

Category: Law

Page:

View: 358


Assessing the Educational Data Movement

Formative assessments contrast with summative assessments, which are
designed to measure learning from outside of ... called by another name that is
important to consider for several reasons: curriculum-embedded formative
assessments.

Author: Philip J. Piety

Publisher: Teachers College Press

ISBN: 0807771899

Category: Education

Page: 241

View: 545

For better or worse, many educational decisions that were once a private matter of teachers or administrators are now based on information technology. To be successful in this era, educators need to know how to use data successfully for their purposes and to understand the social forces at work. In this book, the author draws on his unique background in education policy and information systems to provide valuable insights into the education data movement. Using narratives of practice, the text discusses many current topics including value added modeling for teacher evaluation, big data and analytics, longitudinal data systems, open educational resources, and new designs for teaching.

Teaching as Decision Making

Author: Alane J. Starko

Publisher: Prentice Hall

ISBN:

Category: Education

Page: 446

View: 645

This new general elementary methods book offers a balanced presentation of skills, inquiry, and social approaches to teaching, structured around the concept of instructing for understanding. The authors stress that the truly effective teacher not only has knowledge of teaching strategies but also understands the importance of asking and answering such questions as: What learner characteristics affect the success of this strategy? What contextual factors will influence its outcome? What philosophical/ethical stance does it represent? This book includes coverage that reflects a “backward design” structure and consideration of student characteristics first; then, identification of complex tasks and assessment; and finally, daily instructional planning. It emphasizes authentic assessment and the importance of considering assessment when planning instruction. For professionals in the field of teaching grades K-12.

What Teachers Really Need to Know About Formative Assessment

One key to successful formative assessment is embedding measures of learning
into the instruction provided. To help ensure that you assess formatively and
respond instructionally, I recommend including formative assessment activities
and ...

Author: Laura Greenstein

Publisher: ASCD

ISBN: 141661222X

Category: Education

Page: 194

View: 329

What does formative assessment look like, and when should I use it? What kind of planning does it require, and what kinds of data does it generate? How will formative assessment improve my teaching and help my students succeed in a standards-based environment? How does it relate to my application of multiple intelligences theory, to differentiated instruction, and to everything else I'm already doing in my classroom? In this volume, author Laura Greenstein has gathered what you really need to know in order to make formative assessment a seamless part of your everyday practice. Emphasizing formative assessment application in secondary schools but applicable to teachers of all grade levels and all subject areas, this book provides * Straightforward answers to teachers' most frequently asked questions * Dozens of strategies for measuring student understanding and diagnosing learning needs before, during, and after instruction * Illustrations of formative assessment across the content areas, from math to language arts to science to social studies to health and physical education * Guidance on making data-informed instructional adjustments * Sample templates for organizing assessment data to track both whole-class and individual progress toward identified goals * Case studies to illustrate effective and ineffective formative assessment and deepen your understanding If you're looking to take formative assessment from theory to practice—and from practice to genuine learning improvement—this is the place to begin.