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Supercharge your formative assessment skills and watch student
learning soar! Teachers routinely ask and answer a series of three
questions with and for students: Where are my students headed?
Where are they right now? How can I close the gap between where
they are and where I want them to be? This text suggests that
teachers also ask these parallel questions of themselves: Where am
I going? What can formative assessment practice look like? Where am
I currently in my formative assessment practice? How do I close the
gap? Readers are then encouraged to select a specific aspect of
formative assessment to investigate, explore relevant personal
practice relevant to that aspect, implement necessary changes,
reflect on those changes, and continue the change process. This
practical guide can be used by individual teachers or
collaboratively as a study guide for a learning community. The
authors describe an effective four-step process for improving
teachers' formative assessment practices that provides
opportunities to reflect, consider alternative instructional
approaches, and apply what they have learned. Case studies provide
examples of formative assessment in practice, along with examples
of teacher-implemented changes. A companion website includes an
array of tools and templates for organizing, gathering, and
systematically using information to strengthen formative assessment
skills. This practical guide can be used by individual teachers or
collaboratively as a study guide for a learning community. Case
studies provide examples of formative assessment in practice, along
with examples of teachers implementing changes in their practice. A
companion website includes an array of tools and templates for
organizing, gathering, and systematically using information to
strengthen formative assessment skills.
In Formative Assessment in the Disciplines, Margaret Heritage and
E. Caroline Wylie explore the interconnection of ambitious
teaching, formative assessment, and disciplinary knowledge. The
authors outline a framework to help teachers develop and extend
their proficiency in enacting discipline-based formative assessment
practices across the continuum of preservice and professional
learning. The book examines the interaction of formative assessment
and disciplinary knowledge in mathematics, science, English
language arts, and social studies. Through extended, real-life
classroom vignettes, the authors argue that formative assessment is
not a set of generic practices but rather is embedded in
disciplinary learning. The authors illustrate how teachers'
knowledge and skills in discipline-based formative assessment can
be developed across each phase of professional expertise, from
preservice programs through induction to in-service learning
opportunities for teachers and teacher leadership. This approach
supports the premise that teachers never stop learning and continue
to hone their expertise over many years. Formative Assessment in
the Disciplines is a valuable tool for those planning professional
learning for teachers at any stage including teacher educators,
professional learning providers, and teacher leaders.
In Formative Assessment in the Disciplines, Margaret Heritage and
E. Caroline Wylie explore the interconnection of ambitious
teaching, formative assessment, and disciplinary knowledge. The
authors outline a framework to help teachers develop and extend
their proficiency in enacting discipline-based formative assessment
practices across the continuum of preservice and professional
learning. The book examines the interaction of formative assessment
and disciplinary knowledge in mathematics, science, English
language arts, and social studies. Through extended, real-life
classroom vignettes, the authors argue that formative assessment is
not a set of generic practices but rather is embedded in
disciplinary learning. The authors illustrate how teachers'
knowledge and skills in discipline-based formative assessment can
be developed across each phase of professional expertise, from
preservice programs through induction to in-service learning
opportunities for teachers and teacher leadership. This approach
supports the premise that teachers never stop learning and continue
to hone their expertise over many years. Formative Assessment in
the Disciplines is a valuable tool for those planning professional
learning for teachers at any stage including teacher educators,
professional learning providers, and teacher leaders.
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