Embedded Formative Assessment: (Strategies for Classroom Assessment That Drives Student Engagement and Learning)

by Dylan Wiliam

Overview

By integrating classroom formative assessment practices into daily activities, educators can substantially increase student engagement and the rate of student learning. The second edition of this best-selling book by Dylan Wiliam presents new research, insights, and formative assessment strategies teachers can immediately apply in their classrooms. Updated examples and templates are included to help teachers elicit evidence of learning, provide meaningful feedback, and empower students to take ownership of their education.

Implement effective assessment strategies in the classroom by:

• Reviewing the five key strategies of formative assessment in the classroom.
• Learning more than 50 practical techniques for classroom formative assessment.
• Examining research that states classroom formative assessment is the most impactful and cost-effective approach to raising student academic achievement.
• Exploring the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments.
• Discovering new insights into the current states of education and employment, and a discussion of how these changes affect student performance and teacher practice.

Changes for the Second Edition:

1. Over 30 percent new content including new research, techniques, examples, and templates
2. New insights into the current state of education and how these changes affect student performance and teacher practice
3. A deeper discussion of educational neuroscience, including memory studies and dual-pathway theory

Contents:
Chapter 1: Discovering Why Educational Achievement Matters
Chapter 2: Making the Case for Formative Assessment
Chapter 3: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
Chapter 4: Eliciting Evidence of Learners' Achievement
Chapter 5: Providing Feedback That Moves Learning Forward
Chapter 6: Activating Students as Instructional Resources for One Another
Chapter 7: Activating Students as Owners of Their Own Learning

Product Details

ISBN-13:	9781945349225
Publisher:	Solution Tree Press
Publication date:	10/20/2017
Series:	The New Art and Science of Teaching
Edition description:	Reprint
Pages:	240
Sales rank:	1,140,577
Product dimensions:	6.90(w) x 9.90(h) x 0.70(d)

Table of Contents

About the Author ix

Introduction 1

Chapter 1 Why Educational Achievement Matters 5

The Increasing Importance of Educational Achievement 5

The Difficulties of Raising Student Achievement 8

Three Generations of School Effectiveness Research 15

The Impact of Teacher Quality 17

Ways to Increase Teacher Quality 22

Conclusion 25

Chapter 2 The Case for Formative Assessment 27

The Importance of Professional Development 27

The Origins of Formative Assessment 35

Definitions of Formative Assessment 39

Strategies of Formative Assessment 51

Assessment: The Bridge Between Teaching and Learning 52

Conclusion 56

Chapter 3 Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria 57

The Importance of Learning Intentions 57

When to Use Learning Intentions 61

Issues in Constructing Learning Intentions and Success Criteria 67

The Case for and Against Rubrics 71

Practical Techniques 74

Conclusion 80

Chapter 4 Eliciting Evidence of Learning 83

Finding Out What Students Know 83

Discovering Where Students' Ideas Come From 85

Practical Techniques 90

Conclusion 122

Chapter 5 Providing Feedback That Moves Learning Forward 123

The Quality of Feedback 123

Feedback as a Recipe for Future Action 139

Practical Techniques 142

Conclusion 152

Chapter 6 Activating Learners as Instructional Resources for One Another 155

Effective Cooperative Learning 156

Practical Techniques 160

Conclusion 166

Chapter 7 Activating Learners as Owners of Their Own Learning 169

Student Self-Assessment 170

Self-Testing 171

Self-Regulated Learning 174

Practical Techniques 180

Conclusion 185

Epilogue 187

Appendix: List of Techniques 191

References and Resources 195

Index 219

What People are Saying About This

From the Publisher

"Dylan Wiliam's latest work seamlessly weaves research with practicality, big ideas with accessible classroom examples, and grassroots movements with global trends. Wiliam is refreshingly honest in his analysis of what most impacts learning, and he leaves the reader more convinced than ever that assessment does indeed form the bridge between teaching and learning."

—Myron Dueck, author and vice principal, Summerland Secondary School, Summerland, British Columbia

"In Embedded Formative Assessment, Dylan Wiliam uses theory and evidence to explain how the detailed strategies of formative assessment work to increase student engagement and learning. In so doing, he helps teachers gain a deep understanding of this powerful means for improving their practice."

—Lorrie A. Shepard, distinguished professor, University of Colorado-Boulder

"Embedded Formative Assessment, second edition, furnishes key formative assessment processes boiled down to easy-to-implement procedures that result in increased student success. Wiliam provides an excellent balance between research and practice. His examples and implementation recommendations provide a clear path to successful classroom experiences."

—Eileen Depka, author, Formative Assessment in the RTI Framework

"By comparing the failures of recent school-improvement efforts to the successes of pedagogies that include the five key strategies of formative assessment, Dylan Wiliam makes a compelling case for using formative assessment to improve the quality of teaching and increase student achievement. He demonstrates that improving teaching in this way is entirely feasible by introducing over seventy classroom-tested and research-based formative assessment techniques that can be implemented without extra resources. Every teacher, school leader, and educational researcher should read this book."

—Heidi Andrade, associate professor, School of Education, University at Albany, State University of New York