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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.
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.
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.
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.
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