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.

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.

Grounded in research and rooted in practice, this book shows teachers of elementary students how to use formative assessment to build literacy and language skills across the curriculum. Based onathe authors'aworkawith English Language Learners, but relevant to all learners, Formative Assessment for Literacy, Grades K-6 includes methods for using formative assessment strategies to develop listening skills, oral language, and reading comprehension. The authors assist instructors by: Showing how formative assessment fits within broader frameworks for assessment and instruction Examining the stages in literacy skill development Discussing the teacher knowledge needed to effectively incorporate formative assessment The final chapter offers guidance for planning professional development in literacy assessment.

In their new book, Alison L. Bailey and Margaret Heritage illustrate how to help students become more self-regulated learners-that is, to be able to monitor and take charge of their own learning when working independently and in groups. Language provides the foundation for the development of self-regulatory skills, enabling students to express themselves and negotiate interactions with others; the demands of these self-regulatory processes in turn can support the development of rich vocabulary and social language skills. The authors also emphasize the role of formative assessment as a means of supporting students in engaging in language-rich, selfregulated learning. Self-Regulation in Learning shows how classrooms can be intentionally designed to support ambitious learning. Detailed vignettes from real-life classrooms illustrate the teacher's role in helping students gradually master the processes of selfregulation, socially shared regulation, and coregulation. Each chapter also includes strategies for addressing the needs of English learners in the general education classroom. Students' capacity for self-regulation is central to the set of outcomes that constitute college and career readiness: communicating and collaborating effectively, problem-solving, setting goals and following through on them, and applying knowledge in deep and rigorous ways. Self-Regulation in Learning represents an invaluable contribution to research-based classroom practice.

The future of Assessment for Learning 20 years after Inside the Black Box Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. The Power of Assessment for Learning: Twenty Years of Research and Practice in UK & US Classrooms examines the practices and processes of formative assessment over time in both countries, evaluates the benefits accrued to teaching and learning, and considers future developments in growing and sustaining AfL practice. It features: Key AfL ideas, approaches, and supports Vignettes of classroom practice that illustrate AfL in action in the U.K. and U.S. Practice-based evidence to enrich understanding of AfL from both the teacher's and the student's perspective Focused on student-centeredness and rich with classroom examples, this book is a 'sounding board' for educators to explore and reflect on their own AfL practices and beliefs.

It's critically important that teachers attend to both content and language development when introducing new subject matter, especially for English learners. Here's your opportunity to get started tomorrow and every day thereafter: Alison Bailey and Margaret Heritage's all-new Progressing Students' Language Day by Day.

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.

Grounded in research and rooted in practice, this book shows teachers of elementary students how to use formative assessment to build literacy and language skills across the curriculum. Based onathe authors'aworkawith English Language Learners, but relevant to all learners, Formative Assessment for Literacy, Grades K-6 includes methods for using formative assessment strategies to develop listening skills, oral language, and reading comprehension. The authors assist instructors by: Showing how formative assessment fits within broader frameworks for assessment and instruction Examining the stages in literacy skill development Discussing the teacher knowledge needed to effectively incorporate formative assessment The final chapter offers guidance for planning professional development in literacy assessment.