Activating Assessment For All Students
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Activating Assessment for All Students
Author | : Mary Hamm,Dennis Adams |
Publsiher | : Rowman & Littlefield |
Total Pages | : 130 |
Release | : 2013 |
Genre | : Education |
ISBN | : 9781475801989 |
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This book builds on the expanding knowledge of what works in classrooms and suggests approaches that can open up individual and group possibilities for science and mathematics instruction, suggesting ways that formative assessment practices can inform differentiated teaching, learning, and assessment.
Embedded Formative Assessment
Author | : Dylan Wiliam |
Publsiher | : Solution Tree Press |
Total Pages | : 200 |
Release | : 2011-11-01 |
Genre | : Education |
ISBN | : 9781936765010 |
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Formative assessment plays an important role in increasing teacher quality and student learning when it’s viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students.
Assessment Strategies for Online Learning
Author | : Dianne Conrad,Jason Openo |
Publsiher | : Athabasca University Press |
Total Pages | : 220 |
Release | : 2018-07-15 |
Genre | : Education |
ISBN | : 9781771992329 |
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Assessment has provided educational institutions with information about student learning outcomes and the quality of education for many decades. But has it informed practice and been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in many of the new learning environments being explored by educators and students has not been fully realized. In this investigation of a variety of assessment methods and learning approaches, the authors aim to discover the tools that engage learners and authentically evaluate education. They insist that moving to new learning environments, specifically those online and at a distance, afford opportunities for educators to adopt only the best practices of traditional face-to-face assessment while exploring evaluation tools made available by a digital learning environment in the hopes of arriving at methods that capture the widest set of learner skills and attributes.
Assessment For Learning
Author | : Black, Paul,Harrison, Chris,Lee, Clara |
Publsiher | : McGraw-Hill Education (UK) |
Total Pages | : 147 |
Release | : 2003-09-01 |
Genre | : Education |
ISBN | : 9780335212972 |
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Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. --from publisher description
Embedded Formative Assessment
Author | : Dylan Wiliam |
Publsiher | : New Art and Science of Teachin |
Total Pages | : 0 |
Release | : 2017-10-20 |
Genre | : Education |
ISBN | : 1945349220 |
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"Acknowledgments"--"Table of Contents"--"About the Author" -- "Introduction" -- "Chapter 1" -- "Chapter 2" -- "Chapter 3" -- "Chapter 4" -- "Chapter 5" -- "Chapter 6" -- "Chapter 7" -- "Epilogue" -- "Appendix" -- "References and Resources
Formative Assessment Strategies for Every Classroom
Author | : Susan M. Brookhart |
Publsiher | : ASCD |
Total Pages | : 283 |
Release | : 2010 |
Genre | : Education |
ISBN | : 9781416610830 |
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This second edition gives you more than 60 tools--with tips and implementation steps--for creating and using formative assessments in every grade level and subject. --from publisher description
Knowing What Students Know
Author | : National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on the Foundations of Assessment |
Publsiher | : National Academies Press |
Total Pages | : 383 |
Release | : 2001-10-27 |
Genre | : Education |
ISBN | : 9780309293228 |
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Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Embedding Formative Assessment
![Embedding Formative Assessment](https://youbookinc.com/wp-content/themes/mts_schema/cover.jpg)
Author | : Dylan Wiliam,Siobhán Leahy |
Publsiher | : Unknown |
Total Pages | : 236 |
Release | : 2015 |
Genre | : Academic achievement |
ISBN | : 1760014974 |
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Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions, but putting it into practice requires both a robust collection of techniques and an understanding of how to use them. In Embedding Formative Assessment, authors Dylan Wiliam and Siobhan Leahy deliver a clear, practical guide for teachers, centred on the five key strategies for improving teacher practice and student achievement: 1) Clarifying, sharing and understanding learning intentions and success criteria; 2) Engineering productive discussion and activities that elicit evidence of learning; 3) Providing feedback that moves learners forward; 4) Activating students as learning resources for each other; and 5) Activating students as owners of their own learning. Then, for each strategy, the authors provide an overview of the strategy and a number of very practical formative assessment techniques for implementing it in F-12 classrooms. Along with guidance on when and how to use the specific techniques, they provide tips, cautions and enhancements to sustain formative assessment. A student reflection form, peer observation form and self-reflection checklist accompany each strategy. No known practice is more effective than classroom formative assessment for producing a significant positive impact on student achievement. Wiliam and Leahy provide the necessary tips and techniques to put it into practice immediately.