Using formative assessment to enhance learning, achievement, and academic self-regulation / Heidi L. Andrade and Margaret Heritage.

Format:

Book

Author/Creator:

Andrade, Heidi L., author.

Heritage, Margaret, author.

Contributor:

James Hosmer Penniman Book Fund.

Series:

Student assessment for educators

Language:

English

Subjects (All):

Educational evaluation.

Educational tests and measurements.

Academic achievement--Testing.

Academic achievement.

Student-centered learning.

Physical Description:

xii, 127 pages ; 20 cm.

Place of Publication:

New York, NY : Routledge, 2018.

Summary:

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. Book jacket.

Contents:

1 Introduction to Formative Assessment 1

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 25

Overview 25

Middle School Classroom 27

Elementary Mathematics Lesson 30

Diagnostic Items 33

Self-Regulated Learning, Self-Efficacy, and Motivation 34

3 Clear Learning Coals and Criteria 39

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 65

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

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 101

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 Corrections, Rethinking, and Revisions Connected to Learning Goals and Success Criteria 114

Summing Up and Moving Forward 121.

Notes:

Includes bibliographical references and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

9781138653009

1138653004

9781138653030

1138653039

OCLC:

962234137

Publisher Number:

99974375452