Handbook of Formative Assessment

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Overview

Formative assessment has recently become a focus of renewed research as state and federal policy makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this Handbook of Formative Assessment is to comprehensively profile this burgeoning but loosely coupled field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years. Key features include:

Comprehensive - 19 chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments.

Integrative - Thoughtful attention is given to the possibilities for integrating large-scale and classroom assessments.

Practical - Provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction.

Global - Provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems.

Accessible Style - Although grounded in the latest research, the book's style and tone has been carefullycrafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for policy makers and researchers in teacher preparation, assessment, curriculum, educational administration, and educational policy studies.

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Editorial Reviews

From the Publisher
"This compilation of robustly researched, authoritative, well crafted and accessible studies…are drawn from the gaze of 31 highly respected, much published, peer-reviewed international academics. It’s these discrete perspectives that make this a comprehensive, current and highly perceptive piece of work. It is a reliable resource in twenty chapters for implementing an effective, multifaceted, interdisciplinary learning and teaching reform….an excellent read!"—British Journal of Educational Technology, 2010
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Product Details

  • ISBN-13: 9780415993197
  • Publisher: Taylor & Francis
  • Publication date: 10/29/2009
  • Pages: 392
  • Product dimensions: 6.90 (w) x 9.70 (h) x 1.00 (d)

Meet the Author

Heidi Andrade (PhD Harvard) is Assistant Professor of Educational Psychology and Methodology at the University of Albany, State University of New York where she teaches courses on classroom assessment, educational psychology, and self-regulated learning.

Gregory Cizek (PhD Michigan State University) is Professor of educational measurement and evaluation at the University of North Carolina where he teaches courses in applied testing, statistics, and research methods.

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Table of Contents

Preface vii

Part I Foundations of Formative Assessment 1

1 An Introduction to Formative Assessment: History, Characteristics, and Challenges Gregory J. Cizek 3

2 An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment Dylan Wiliam 18

3 The Practical Implications of Educational Aims and Contexts for Formative Assessment James H. McMillan 41

Part II Formative Assessment Methods and Practice 59

4 Peers as a Source of Formative Assessment Keith J. Topping 61

5 Formative Assessment Applications of Culminating Demonstrations of Mastery Jill Davidson Jay Feldman 75

6 Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning Heidi L. Andrade 90

7 Formative Assessment: The Contributions of Benjamin S. Bloom Thomas R. Guskey 106

8 Technology-Aided Formative Assessment of Learning: New Developments and Applications Michael K. Russell 125

9 Formative Assessment, Motivation, and Science Learning Maria Araceli Ruiz-Primo Erin Marie Furtak Carlos Ayala Yue Yin Richard J. Shavelson 139

10 Research and Strategies for Adapting Formative Assessments for Students with Special Needs Stephen N. Elliott Ryan J. Kettler Peter A. Beddow Alexander Kurz 159

11 Research and Recommendations for Formative Assessment with English Language Learners Jamal Abedi 181

12 Moment-by-Moment Formative Assessment of Second Language Development: ESOL Professionals at Work Carla Meskill 198

13 Formative Assessment Practices that Maximize Learning for Students At Risk Gerunda B. Hughes 212

14 Essential Formative Assessment Competencies for Teachers and School LeadersRick Stiggins 233

15 Research on Characteristics of Effective Professional Development Programs for Enhancing Educators' Skills in Formative Assessment M. Christina Schneider Bruce Randel 251

Part III Challenges and Future Directions for Formative Assessment 277

16 Mixing It Up: Combining Sources of Classroom Achievement Information for Formative and Summative Purposes Susan M. Brookhart 279

17 Psychometric Challenges and Opportunities in Implementing Formative Assessment Walter D. Way Robert P. Dolan Paul Nichols 297

18 Strategies and Policies for Incorporating Formative Assessment into Comprehensive and Balanced State Assessment Systems Douglas A. Rindone Duncan MacQuarrie 316

19 Keeping the Focus, Expanding the Vision, Maintaining the Balance: Preserving and Enhancing Formative Assessment in Nebraska Chris W. Gallagher 328

20 Summing Up and Moving Forward: Key Challenges and Future Directions for Research and Development in Formative Assessment Heidi L. Andrade 344

Contributors 353

Author Index 365

Subject Index 375

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