Embedded Formative Assessment

Overview

If we want our students to thrive in the complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. Embedded Formative Assessment faces this challenge head-on by making a case for the important role of formative assessment as a process, not a tool, in increasing teacher quality and thus student learning.

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Overview

If we want our students to thrive in the complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. Embedded Formative Assessment faces this challenge head-on by making a case for the important role of formative assessment as a process, not a tool, in increasing teacher quality and thus student learning.

Author Dylan Wiliam:

Provides over fifty practical techniques for classroom formative assessment

Emphasizes the instructional side of the process

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

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Product Details

  • ISBN-13: 9781934009307
  • Publisher: Solution Tree
  • Publication date: 6/11/2011
  • Pages: 200
  • Sales rank: 45,036
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.40 (d)

Table of Contents

About the Author ix

Introduction 1

Chapter 1 Why Educational Achievement Matters 3

The Increasing Importance of Educational Achievement 3

Why Is Raising Student Achievement So Hard? 10

Three Generations of School Effectiveness Research 15

The Impact of Teacher Quality 17

How Do We Increase Teacher Quality? 22

Conclusion 26

Chapter 2 The Case for Formative Assessment 27

Professional Development 27

The Origins of Formative Assessment 33

What, Exactly, Is Formative Assessment? 37

Strategies of Formative Assessment 45

Assessment: The Bridge Between Teaching and Learning 46

Conclusion 50

Chapter 3 Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria 51

Why Learning Intentions Are Important 51

When Are Learning Intentions Useful? 56

Issues in Constructing Learning Intentions 61

Practical Techniques 65

Conclusion 69

Chapter 4 Eliciting Evidence of Learners' Achievement 71

Finding Out What Students Know 71

Where Do Students' Ideas Come From? 73

Practical Techniques 78

Conclusion 104

Chapter 5 Providing Feedback That Moves Learning Forward 107

The Quality of Feedback 107

A Recipe for Future Action 119

Grading 122

Practical Techniques 127

Conclusion 131

Chapter 6 Activating Students as Instructional Resources for One Another 133

Cooperative Learning 133

Practical Techniques 137

Conclusion 144

Chapter 7 Activating Students as Owners of Their Own Learning 145

Student Self-Assessment 146

Self-Regulated Learning 147

Practical Techniques 152

Conclusion 158

Epilogue 159

List of Techniques 163

References and Resources 165

Index 183

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Sort by: Showing 1 Customer Reviews
  • Posted February 7, 2012

    Great book!

    Must have for teachers moving towards PLCs, Data Teams, Formative Assessment, and Standards based grading. Good ideas and philosophy to help lead to changing teaching instruction.

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