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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (eBook)

Artikelnummer: 978-1-317-22725-0
Einband: Adobe Digital Editions
Verfügbarkeit: Download, sofort verfügbar (Link per E-Mail)
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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.
ebookqueries@tandf.co.uk; TEXT_AND_DATA_MINING_PROHIBITED_03
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.
ebookqueries@tandf.co.uk; TEXT_AND_DATA_MINING_PROHIBITED_03
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VerlagTaylor & Francis Ebooks
EinbandAdobe Digital Editions
Erscheinungsjahr2017
Seitenangabe140 S.
AusgabekennzeichenEnglisch
Abbildungen7 schwarz-weiße Abbildungen, 1 schwarz-weiße Fotos, 6 schwarz-weiße Zeichnungen, 12 schwarz-weiße Tabellen
Masse3'175 KB
PlattformEPUB
AutorAndrade, Heidi L. / Heritage, Margaret

Über den Autor Heidi L. Andrade

Heidi L. Andrade is a Professor of Educational Psychology and Methodology at the University at Albany, SUNY. Her work focuses on the relationships between learning and assessment. Her publications include an early, award-winning article on rubrics for Educational Leadership (1996), and books on classroom assessment such as the Handbook of Formative Assessment in the Disciplines (2019), Using Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (2017), and the Handbook of Formative Assessment (2010). Her current research is on the Diagnostic Assessment and Achievement of College Skills (https://my.daacs.net/), which supports newly enrolled college students.Susan M. Brookhart is Professor Emerita in the School of Education at Duquesne University. Dr. Brookhart's interests include the role of formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. Dr. Brookhart was the 2007-2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education. She has received the 2014 Jason Millman Award from the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) and the 2015 Samuel J. Messick Memorial Lecture Award from Educational Testing Service.

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