Informing the practice of teaching using formative and interim assessment : a systems approach / edited by Robert W. Lissitz (University of Maryland).

Format:

Book

Contributor:

Lissitz, Robert W., editor.

Series:

MARCES book series.

MARCES book series

Language:

English

Subjects (All):

Educational tests and measurements--United States.

Educational tests and measurements.

Academic achievement--United States--Evaluation.

Academic achievement.

Physical Description:

1 online resource (257 p.)

Place of Publication:

Charlotte, N.C. : Information Age Pub., Inc., 2013.

Language Note:

English

Summary:

This book focuses on interim and formative assessments as distinguished from the more usual interest in summative assessment. I was particularly interested in seeing what the experts have to say about a full system of assessment. This book has particular interest in what information a teacher, a school or even a state could collect that monitors the progress of a student as he or she learns. The authors were asked to think about assessing the effects of teaching and learning throughout the student's participation in the curriculum.This book is the product of a conference by the Maryland Assessment Research Center for Education Success (MARCES) with funding from the Maryland State Department of Education.

Contents:

An Introduction / Robert W. Lissitz

Chapter 1. Connecting the dots: Formative, interim, and summative assessment / Dylan Wiliam, Gage Kingsbury, and Steven Wise

Chapter 2. Design of interim assessment for instructional purpose: A case study using evidence centered design in advanced placement / Lori Nebelsick-Gullett, Cindy Hamen Farrar, Kristen Huff, and Sheryl Packman

Chapter 3. Integrating student standardized and formative assessments with the national board for professional teaching standards' teacher development process / Joan Chikos Auchter

Chapter 4. Using assessment information in real time: What teachers need to know and be able to do / Margaret Heritage

Chapter 5. The instructional influence of interim assessments: Voices from the field / Lisa M. Abrams and James H. McMillan

Chapter 6. Sourcing instructionally embedded formative assessments / William D. Schafer

Chapter 7. Marrying periodic and summative assessments: I do / Kimberly O'Malley, Emily Lai, Katie McClarty, and Denny Way Pearson

Chapter 8. Comprehensive assessment systems in service of learning: Getting the balance right / Susan M. Brookhart

Chapter 9. Errors in student learning and assessment: The learning errors and formative feedback (leaff) model / Jacqueline Leighton, Man-Wai Chu, and Paolina Seitz

Chapter 10. Toward a technical theory for systems for learning: The role of information / Paul Nichols and Charles DePascale

Chapter 11. Productive formative assessment always requires local district preparation / Rick Stiggins

About the contributors.

Notes:

Description based upon print version of record.

Includes bibliographical references.

Print version record.

ISBN:

1-62396-113-0