Using Formative Assessment to Enhance Learning Achievement and Academic Self Regulation 1st edition by Heidi Andrade, Margaret Heritage ISBN 1317227250 9781317227250

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ISBN 10: 1317227250
ISBN 13: 9781317227250
Author: Heidi Andrade, Margaret Heritage

There is convincing evidence that carefully applied classroom assessments can promote student learning and academic self-regulation. These assessments include, but are not limited to, conversations with students, diagnostic test items, and co-created rubrics used to guide feedback for students themselves and their peers. Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help pre- and in-service teachers maximize the positive impacts of classroom assessment on teaching. Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation translates work from leading specialists and explains how to use assessment to improve learning by linking learning theory to formative assessment processes. Sections on goal setting, progress monitoring, interpreting feedback, and revision of goal setting make this a timely addition to assessment courses.

Using Formative Assessment to Enhance Learning Achievement and Academic Self Regulation 1st Table of contents:

1 Introduction to Formative Assessment

Overview

What About Grading?

Three Guiding Questions

Formative Assessment Influences Learning Through Feedback

Formative Assessment and Self-Regulated Learning

Classroom Culture and Formative Assessment

2 Actionable Principles of Formative Assessment

Overview

Middle School Classroom

Elementary Mathematics Lesson

Diagnostic Items

Self-Regulated Learning, Self-Efficacy, and Motivation

3 Clear Learning Goals and Criteria

Overview

Learning Goals Derived From Standards

Learning Goals Derived From Learning Progressions

Performance and Product Criteria

Performance Criteria

Product Criteria

Checklists

Rubrics

Goals, Criteria, and Self-Regulation

Co-Constructing Criteria With Students

4 Collecting and Interpreting Evidence of Learning

Overview

Collecting and Interpreting Evidence as Students Work

Collecting and Interpreting Evidence of Learning From Diagnostic Items

Collecting and Interpreting Evidence of Learning From Parallel Tests

Collecting and Interpreting Evidence of Learning With Technology

Researcher-Developed Tools

Online Assessment Response Tools

Evidence Quality

Validity in Formative Assessment

Reliability in Formative Assessment

Fairness in Formative Assessment

Using the Evidence

Collecting and Interpreting Evidence of Learning From Themselves: Student Self-Assessment

Collecting and Interpreting Evidence of Learning From Peers

Student Interpretations of Feedback

5 Taking Action

Overview

Teachers Taking Action

Continue With the Lesson as Planned

Make Immediate Instructional Adjustments

Modeling

Prompting

Questioning

Telling

Explaining

Directing

Providing Feedback

Make Plans for Subsequent Lessons

Students Taking Action: Assessment Strategies That Prompt Corrections, Rethinking, and Revisions Connected to Learning Goals and Success Criteria

Summing Up and Moving Forward

Index

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Tags: Heidi Andrade, Margaret Heritage, Using Formative, Enhance Learning