Embedded Formative Assessment

Emphasizing the instructional side of formative assessment, this book explores in depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated ...

Author: Dylan Wiliam

Publisher: Solution Tree Press

ISBN: 1936765012

Category: Education

Page: 200

View: 963

Formative assessment plays an important role in increasing teacher quality and student learning when it’s viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book 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 for students.

Embedded Formative Assessment

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.

Author: Dylan Wiliam

Publisher:

ISBN: 9781945349225

Category: Education

Page: 240

View: 338

Educational achievement carries more importance than ever in the 21st century. Teacher quality plays a vital role in raising achievement among K-12 students, and improving teacher quality will lead to both greater student outcomes and greater prosperity for individuals and the whole of society. If we are to maintain our status as one of the world's leading economies and secure our economic futures, and if we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. As with the first edition, Embedded Formative Assessment, Second Edition makes the case for the important role of formative assessment in increasing teacher quality and student learning. Author Dylan Wiliam has added over 30 percent new content to this second edition, updating the vast body of research presented in the book's first edition, published in 2011, and including both new and tried-and-tested classroom formative assessment techniques along with evidence that shows how these techniques positively impact student achievement. Teachers can choose from these techniques, try them out in the classroom, and modify them to meet their specific needs.

Embedded Formative Assessment and Classroom Process Quality How Do They Interact in Promoting Students Science Understanding

Author: Jasmin Decristan

Publisher:

ISBN:

Category:

Page:

View: 214


The Handbook for Embedded Formative Assessment

Developed as a companion to Embedded Formative Assessment, 2nd edition, this handbook guides K-12 teachers through the process of developing effective formative assessments.

Author: Solution Tree

Publisher:

ISBN: 9781945349508

Category: Education

Page: 176

View: 957

Educational achievement carries more importance than ever in the 21st century. According to academic research, teacher quality plays the most vital role in raising achievement among all K¿12 students, so improving teacher quality will lead to both greater student outcomes and greater prosperity for individuals and the whole of society. The Handbook for Embedded Formative Assessment makes the case that incorporating formative assessment into daily classroom practice raises teacher quality and enhances student learning to help all parties meet the evolving demands of society. As a companion to Embedded Formative Assessment, Second Edition (Wiliam, 2018), this book has one main purpose: to help teachers develop the practice of formative assessment in classrooms by providing tried-and-tested classroom formative assessment techniques and giving evidence that shows how these techniques positively impact student achievement. Grades K¿12 teachers can choose from these techniques, try them out in the classroom, and modify them to meet their specific needs. However, The Handbook for Embedded Formative Assessment can also act as a stand-alone book, sharing highlights from Embedded Formative Assessment as necessary before leading straight to the how-tos of classroom formative assessment.

Visible learning for teachers

This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting ...

Author: John Hattie

Publisher:

ISBN: 9781003024477

Category: EDUCATION

Page:

View: 932

In November 2008, John Hattie's ground-breaking book Visible Learning synthesised the results of more thanfifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management. Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; 'how do we maximise achievement in our schools?'

Handbook of Formative Assessment in the Disciplines

In an ongoing research-practice partnership, Penuel and colleagues have
developed three-dimensional units of science instruction and, as part of that
design process, embedded formative assessments at “bends” in the curriculum
storylines.

Author: Heidi L. Andrade

Publisher: Routledge

ISBN: 1351681478

Category: Education

Page: 282

View: 168

The Handbook of Formative Assessment in the Disciplines meaningfully addresses current developments in the field, offering a unique and timely focus on domain dependency. Building from an updated definition of formative assessment, the book covers the integration of measurement principles into practice; the operationalization of formative assessment within specific domains, beyond generic strategies; evolving research directions including student involvement and self-regulation; and new approaches to the challenges of incorporating formative assessment training into pre-service and in-service educator training. As supporters of large-scale testing programs increasingly consider the potential of formative assessments to improve teaching and learning, this handbook advances the subject through novel frameworks, intersections of theory, research, and practice, and attention to discernible disciplines. Written for instructors, graduate students, researchers, and policymakers, each chapter provides expert perspectives on the procedures and evaluations that enable teachers to adapt teaching and learning in-process toward student achievement.

Handbook of Formative Assessment

With this big idea in mind, the Stanford Education Assessment Laboratory (SEAL)
partnered with the Curriculum Research and Development Group (CRDG) at the
University of Hawaii to examine the impact of embedded formative assessment ...

Author: Heidi Andrade

Publisher: Routledge

ISBN: 113528394X

Category: Education

Page: 392

View: 999

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 is to comprehensively profile this burgeoning 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 – nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments. Integrative – thoughtful attention is given to the integration of 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 carefully crafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for researchers in teacher preparation, educational administration, and educational policy studies.

Foundations of Science Literacy

Focusing on the Head Start community, "Foundations of Science Literacy" (FSL) is a credit-bearing professional development course that directly addresses the achievement gap in early science education.

Author: Nancy Clark-Chiarelli

Publisher:

ISBN:

Category:

Page: 11

View: 439

The need for a scientifically-literate American population has gained great prominence on the educational landscape of priorities over the past decade; young children will be increasingly exposed to the STEM fields and encouraged to excel in these areas. Professional development is key to assuring that early childhood teachers provide children with cognitively-challenging early learning experiences. Focusing on the Head Start community, "Foundations of Science Literacy" (FSL) is a credit-bearing professional development course that directly addresses the achievement gap in early science education. The program not only addresses an urgent need, it also integrates the resources, structure, and support that preschool teachers need to improve early science learning and teaching. First, based on data from an efficacy study nearing completion, the authors assess whether "FSL without" embedded formative assessments leads to gains in preschool children. Second, drawing on insights from a new development project, the authors describe how instruction-embedded formative assessment can be used to "strengthen" and "clarify" the relation between gains in teacher pedagogical content knowledge and gains in children's scientific thinking. For the efficacy study, FSL was implemented in the greater New York City area and the population included preschool teachers and a sample of children in their classrooms using a randomized controlled trial (RCT) design. The authors highlight a promising approach to learning from mixed (summative) results using formative assessment to provide more nuanced information about children's learning over time and to allow teachers to tailor instruction so that it is more effective. One figure is appended.

Advancing Formative Assessment in Every Classroom

(2015). Embedded formative assessment and classroom process quality: How do
they interact in promoting science understanding? American Educational
Research Journal, 52(6), 1–27. Devine, D., Fahie, D., & MacGillicuddy, D. (2013).

Author: Connie M. Moss

Publisher: ASCD

ISBN: 1416626719

Category: Education

Page: 186

View: 425

Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together—every day, every minute—to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - "What if" scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to "do" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome.

Assessing the Educational Data Movement

Formative assessments contrast with summative assessments, which are
designed to measure learning from outside of ... called by another name that is
important to consider for several reasons: curriculum-embedded formative
assessments.

Author: Philip J. Piety

Publisher: Teachers College Press

ISBN: 0807771899

Category: Education

Page: 241

View: 691

For better or worse, many educational decisions that were once a private matter of teachers or administrators are now based on information technology. To be successful in this era, educators need to know how to use data successfully for their purposes and to understand the social forces at work. In this book, the author draws on his unique background in education policy and information systems to provide valuable insights into the education data movement. Using narratives of practice, the text discusses many current topics including value added modeling for teacher evaluation, big data and analytics, longitudinal data systems, open educational resources, and new designs for teaching.

Digital Simulations for Improving Education Learning Through Artificial Teaching Environments

Assessment experts suggest that assessments be designed so they are
grounded in evidentiary reasoning, meaning that ... When formative assessments
are embedded into the learning activities themselves, they generate information
about ...

Author: Gibson, David

Publisher: IGI Global

ISBN: 1605663239

Category: Business & Economics

Page: 540

View: 138

Contains research and current trends used in digital simulations of teaching, surveying the uses of games and simulations in teacher education.

20 Formative Assessment Strategies that Work

This book provides teachers and school leaders with practical, effective, and proven assessment strategies that are immediately implementable in classrooms.

Author: Kate Wolfe Maxlow

Publisher: Routledge

ISBN: 135169457X

Category: Education

Page: 200

View: 339

This book provides teachers and school leaders with practical, effective, and proven assessment strategies that are immediately implementable in classrooms. You’ll learn about 20 high-impact formative assessment strategies, with details on how they can be applied to a variety of content areas and grade levels, including mathematics, science, language arts, social studies, and various electives. In this accessible book, these experienced authors demonstrate the how and why, along with a framework for folding these new ideas into job-embedded professional development. 20 Formative Assessment Strategies that Work provides the full toolkit for implementing, managing, and modifying these assessment strategies in your school and classrooms today.

Assessment in Support of Instruction and Learning

Bridging the Gap Between Large-Scale and Classroom Assessment: Workshop
Report National Research Council, Division ... Describing an array of embedded,
formative assessment techniques, Burrill illustrated for the workshop participants
 ...

Author: National Research Council

Publisher: National Academies Press

ISBN: 0309089786

Category: Education

Page: 76

View: 662

Assessment in Support of Instruction and Learning is the summary of a National Research Council workshop convened to examine the gap between external and classroom assessment. This report discusses issues associated with designing an assessment system that meets the demands of public accountability and, at the same time, improves the quality of the education that students receive day by day. This report focuses on assessment that addresses both accountability and learning.

Serious Games

... suchasplayers acquiring undesirable attitudes orlearning maladaptive social
behaviors.This occurs dueto the freedom enabledby immersive games. Wenow
turnour attentionto the generaltopicof embedded formative assessments(FAs),
that ...

Author: Ute Ritterfeld

Publisher: Routledge

ISBN: 1135848904

Category: Education

Page: 552

View: 367

Serious Games provides a thorough exploration of the claim that playing games can provide learning that is deep, sustained and transferable to the real world. "Serious games" is defined herein as any form of interactive computer-based game software for one or multiple players to be used on any platform and that has been developed to provide more than entertainment to players. With this volume, the editors address the gap in exisiting scholarship on gaming, providing an academic overview on the mechanisms and effects of serious games. Contributors investigate the psychological mechanisms that take place not only during gaming, but also in game selection, persistent play, and gaming impact. The work in this collection focuses on the desirable outcomes of digital game play. The editors distinguish between three possible effects -- learning, development, and change -- covering a broad range of serious games’ potential impact. Contributions from internationally recognized scholars focus on five objectives: Define the area of serious games Elaborate on the underlying theories that explain suggested psychological mechanisms elicited through serious game play, addressing cognitive, affective and social processes Summarize the empirical evidence on the effectiveness of serious games, Introduce innovative research methods as a response to methodological challenges imposed through interactive media Discuss the possibilities and limitations of selected applications for educational purposes. Anchored primarily in social science research, the reader will be introduced to approaches that focus on the gaming process and the users’ experiences. Additional perspectives will be provided in the concluding chapters, written from non-social science approaches by experts in academic game design and representatives of the gaming industry. The editors acknowledge the necessity for a broader interdisciplinary study of the phenomena and work to overcome the methodological divide in games research to look ahead to a more integrated and interdisciplinary study of digital games. This timely and singular volume will appeal to scholars, researchers, and graduate students working in media entertainment and game studies in the areas of education, media, communication, and psychology.

Formative Assessment Strategies for Enhanced Learning in Science K 8

Ideal for preservice and inservice teachers, this user-friendly resource demonstrates how to use formative assessments to guide instruction and evaluate student learning in standards-based science.

Author: Elizabeth Hammerman

Publisher: Corwin Press

ISBN: 141296296X

Category: Education

Page: 129

View: 277

Ideal for preservice and inservice teachers, this user-friendly resource demonstrates how to use formative assessments to guide instruction and evaluate student learning in standards-based science.

Reflective Teaching in Schools

Wiliam, D. (2009) Assessment for Learning: Why, What and How? Inaugural
lecture, UCL Institute of Education, 24 January. Wiliam, D. (2011) Embedded
Formative Assessment. Bloomington, IN: Solution Tree Press. Wilkinson, R. and
Pickett, ...

Author: Andrew Pollard

Publisher: Bloomsbury Publishing

ISBN: 1350032956

Category: Education

Page: 624

View: 907

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in both primary and secondary settings. For this new edition Andrew Pollard has worked with the same core author team to bring you expert guidance from top practitioners, in the form of a text that is both cohesive and that continues to evolve to meet the needs of today's teachers. It is designed for trainees whether in universities or schools (such as School Direct, SCITT). Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - 10 Lesson Study cases illustrate the impact this approach can have on classroom teaching, whether in a city Primary School or rural Secondary Academy - 10 Toolkit Evidence summaries based on the Sutton Trust-EEF Teaching and Learning Toolkit cover topics like collaborative learning - New Reflective Activities and guidance on Key Readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support. It now includes a new chapter on mentoring, a glossary to help decipher the difference between IEP and LAP, and much more.

Sparking Student Creativity

Embedded formative assessment. Bloomington, IN: Solution Tree. Willis, J. (2006
). Research-based strategies to ignite student learning: Insights from a
neurologist and classroom teacher. Alexandria, VA: ASCD. Zike, D. (2000). Dinah
Zike's ...

Author: Patti Drapeau

Publisher: ASCD

ISBN: 1416619380

Category: Education

Page: 188

View: 942

Teaching isn't merely transmitting knowledge to students; it’s also about teaching students to approach learning in engaging and unexpected ways. In Sparking Student Creativity: Practical Ways to Promote Innovative Thinking and Problem Solving, author and researcher Patti Drapeau explores and explains research related to creativity and its relevance in today’s standards-based, critical thinking–focused classroom. The book vividly and comprehensively shows * How creative lessons can meet and extend the expectations of curriculum standards such as the Common Core State Standards, * How to incorporate creativity and assessment into daily classroom practices, * How to develop a "Creativity Road Map" to guide instruction, and * How to design lessons that prompt and support creative thinking. In addition, the book includes 40 “grab and go” ideas that infuse lesson plans with a spirit of exploration. No matter what grade levels or content areas you teach, Sparking Student Creativity will help you to produce creative lesson components that directly address critical content, target specific standards, and require thoughtful products from students as they grow into independent learners and become successful students and adults.

Perspectives on Transitions in Schooling and Instructional Practice

Mind in society: The development ofhigher psychological processes. Cambridge,
MA: Harvard University Press. (Original work published 1934). Wiliam, D. (2011).
Embedded formative assessment. Bloomington, IN: Solution Tree. 8 Transitions ...

Author: Susan E. Elliott-Johns

Publisher: University of Toronto Press

ISBN: 1442667117

Category: Education

Page: 552

View: 658

Perspectives on Transitions in Schooling and Instructional Practice examines student transitions between major levels of schooling, teacher transitions in instructional practice, and the intersection of these two significant themes in education research. Twenty-six leading international experts offer meaningful insights on current pedagogical practices, obstacles to effective transitions, and proven strategies for stakeholders involved in supporting students in transition. The book is divided into four sections, representing the four main transitions in formal schooling: Early Years (Home, Pre-school, and Kindergarten) to Early Elementary (Grades 1–3); Early Elementary to Late Elementary (Grades 4–8); Late Elementary to Secondary (Grades 9–12); and Secondary to Post-Secondary (College and University). A coda draws together over-arching themes from throughout the text to provide recommendations and a visual model that captures their interactions. Combining theoretical approaches with practical examples of school-based initiatives, this book will appeal to those involved in supporting either the student experience (both academically and emotionally) or teacher professional learning and growth.

Mark Plan Teach 2 0

Wiliam, D. (2011), Embedded Formative Assessment. Bloomington: Solution Tree
Press. Willingham, D. T. (2010), Why Don't Students Like School?: A Cognitive
Scientist Answers Questions About How the Mind Works and What it Means for ...

Author: Ross Morrison McGill

Publisher: Bloomsbury Publishing

ISBN: 1472978536

Category: Education

Page: 208

View: 628

Fully updated edition of Ross Morrison McGill's bestselling Mark. Plan. Teach., now complete with a visual guide to the key ideas, illustrated by Oliver Caviglioli. Mark. Plan. Teach. 2.0 includes an illustrated visual booklet, a foreword by Professor Andy Hargreaves and exciting new ideas in line with current best practice, recent thinking and developments around marking and feedback. There are three things that every teacher must do: mark work, plan lessons and teach students well. This refreshed guide from Ross, bestselling author of 100 Ideas for Secondary Teachers: Outstanding Lessons, Teacher Toolkit and Just Great Teaching, is packed full of practical ideas that will help teachers refine the key elements of their profession. Mark. Plan. Teach. 2.0 shows how each stage of the teaching process informs the next, building a cyclical framework that underpins everything that teachers do. With teachers' workload still at record levels and teacher recruitment and retention the number one issue in education, ideas that really work and will help teachers not only survive but thrive in the classroom are in demand. Every idea in Mark. Plan. Teach. 2.0 can be implemented by all primary and secondary teachers at any stage of their career and will genuinely improve practice. The ideas have been tried and tested and are supported by evidence that explains why they work, including current educational research and psychological insights from Professor Tim O'Brien, leading psychologist and Honorary Professor at UCL Institute of Education.

The Path to Get There

Embedded formative assessment. Bloomington, IN: Solution Tree Press.
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach
between school and academy. American Educational Research journal, 28, 495
—519.

Author: Douglas Fisher

Publisher: Teachers College Press

ISBN: 0807771848

Category: Education

Page: 160

View: 293

The Common Core State Standards represents a call for all teachers to focus on the literacy learning of their students. Together, these skillsreading, writing, speaking, listening, and viewingcomprise the literacies that students must develop if they are to master content and be successful in college or the workplace. This book will assist content area teachers in understanding the Common Core State Standards that apply to their various courses. Standards in history/social studies, science, and technical subjects are explained in detail, including examples of lessons designed to ensure that students master each standard.