By H. Margaret Heritage
A useful, in-depth consultant to enforcing formative overview on your classroom!
Formative review permits academics to spot and shut gaps in scholar realizing and circulate studying ahead. This research-based booklet walks readers via each step of the method and gives illustrative examples throughout various topic parts and grade degrees. This booklet explains how to:
- Clearly articulate studying progressions, studying targets, and luck criteria
- Select techniques for overview and supply caliber feedback
- Engage scholars in self-assessment and self-management
- Create a lecture room atmosphere that values suggestions as a part of the training process
Read Online or Download Formative Assessment: Making It Happen in the Classroom PDF
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Additional resources for Formative Assessment: Making It Happen in the Classroom
What have we learned from these fourth-grade teachers’ use of data? Data use matters: The teachers worked together, analyzing data with the goal of taking action to improve student learning. They collaborated to plan the curriculum and instructional practices, and they learned from each other about what works. One size does not fit all: The fourth-grade teachers used a variety of assessments to gauge student learning. ) Data use is ongoing: For these teachers, data use is not a single event. Rather, it is a coordinated and systematic approach for analyzing different sources of data to improve learning.
In this chapter, we will explore how learning goals and success criteria drive the process of formative assessment, how they are derived, and how they are used as the interpretive framework for the evidence elicited from • 37 38 • Formative Assessment formative assessment. We begin with the important concept of learning progressions as a means to clarify goals. First, what are learning progressions, how do they support developing learning goals and the process of formative assessment, and how are they created?
What are the strengths and weaknesses in individuals’/ groups’ learning? • Does the evidence meet my expectations based on formative assessment data? • Who are the students most in need? • What are strengths and weaknesses in curriculum and instruction? • Is there evidence our improvement strategies are working? Annual State Assessments • What have my students learned? • Have they met the standards? • What are the strengths and weaknesses in individuals’ or groups’ learning? • What are the strengths and weaknesses in curriculum, instruction, and programs?
Formative Assessment: Making It Happen in the Classroom by H. Margaret Heritage