Improving Formative Assessment Practice to Empower Student Learning - Wylie, E. Caroline; Gullickson, Arlen R.; Cummings, Katharine E.
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Supercharge your formative assessment skills and watch student learning soar! Teachers routinely ask and answer a series of three questions with and for students: Where are my students headed? Where are they right now? How can I close the gap between where they are and where I want them to be? This text suggests that teachers also ask these parallel questions of themselves: Where am I going? What can formative assessment practice look like? Where am I currently in my formative assessment practice? How do I close the gap? Readers are then encouraged to select a specific aspect of formative…mehr

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Produktbeschreibung
Supercharge your formative assessment skills and watch student learning soar! Teachers routinely ask and answer a series of three questions with and for students: Where are my students headed? Where are they right now? How can I close the gap between where they are and where I want them to be? This text suggests that teachers also ask these parallel questions of themselves: Where am I going? What can formative assessment practice look like? Where am I currently in my formative assessment practice? How do I close the gap? Readers are then encouraged to select a specific aspect of formative assessment to investigate, explore relevant personal practice relevant to that aspect, implement necessary changes, reflect on those changes, and continue the change process. This practical guide can be used by individual teachers or collaboratively as a study guide for a learning community. The authors describe an effective four-step process for improving teachers' formative assessment practices that provides opportunities to reflect, consider alternative instructional approaches, and apply what they have learned. Case studies provide examples of formative assessment in practice, along with examples of teacher-implemented changes. A companion website includes an array of tools and templates for organizing, gathering, and systematically using information to strengthen formative assessment skills. This practical guide can be used by individual teachers or collaboratively as a study guide for a learning community. Case studies provide examples of formative assessment in practice, along with examples of teachers implementing changes in their practice. A companion website includes an array of tools and templates for organizing, gathering, and systematically using information to strengthen formative assessment skills.
Autorenporträt
E. Caroline Wylie is a research scientist at Educational Testing Service. She holds a undergraduate degree in Applied Mathematics and Physics, a postgraduate certificate in teaching mathematics and information technology and a doctorate in educational assessment, all from Queen's University, Belfast. Her current research addresses issues of the use of formative assessment to improve classroom teaching and learning. She has been involved in projects that are focused on the creation of effective, scaleable and sustainable teacher professional development. Related research projects have focused on the formative use of diagnostic questions for classroom-based assessment, and the impact that the sustained use of such questions have on classroom instruction and student learning. Current work includes an investigation of how learning progressions can be used to support formative assessment in mathematics. Several of these projects have been supported by large grants, for which she been the principal investigator or co- principal investigator. Previous work at ETS includes serving as the lead ETS developer of the National Board for Professional Teaching Standards (NBPTS) certificates for middle and high school science teachers and elementary school art teachers.