Margaret Heritage is Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing (CRESST) at UCLA, and leads the data use program of the Assessment and Accountability Comprehensive Center.
Prior to joining CRESST, she had many years of teaching and leadership experience in schools in the United Kingdom and the United States, including a period as a County Inspector of Education in the United Kingdom, and as principal at the UCLA laboratory school. She has also taught graduate classes in Education at the Department of Education at the University of Warwick, England, the University of California, Los Angeles, and at Stanford University.
Her current work focuses on data use for school improvement, learning progressions, formative assessment, and teachers’ use of formative assessment evidence.
Margaret Heritage is the co-author (with Alison Bailey) of Formative Assessment for Literacy, Grades K-6: Building Reading and Academic Language Skills Across the Curriculum, published by Corwin Press.
About the Author
About the Contributor
2. Assessment With and For Students
3. It All Depends On What the Data Tell You
4. The Drivers of Formative Assessment: Learning Goals and Success Criteria
5. Formative Feedback for Teaching
6. Formative Feedback for Learning
7. Operationalizing Formative Assessment in the Classroom: What Do Teachers Need to Know and Be Able to Do?
8. Developing and Deepening Formative Assessment Practice