Rent 9781412997010 | Improving Formative Assessment Practice to Empower Student Learning

Summary Table of Contents

Written primarily for staff developers, professional development specialists, and school leaders working with teachers to improve their effectiveness, this is a professional development book focused on helping teachers understand and improve their assessment-for-learning practices in order to improve student learning. Built around opportunities for teachers to reflect on practice, consider alternative approaches, and put them into practice in their own classrooms, it offers a 4-step process for developing competency in formative assessment practices. In terms of formative assessment, 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? In terms of the teachers themselves, the book calls on teachers to ask and answer parallel questions for 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?

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List of Web Tools	p. vii
Foreword	p. ix
Preface	p. xiii
Who Is This Book For?	p. xiv
Special Features of This Book	p. xv
Chapter Highlights	p. xvi
Acknowledgments	p. xix
About the Authors	p. xxi
Introduction to Improving Formative Assessment Practice	p. 1
Formative and Summative Assessment	p. 2
Evaluation and Formative Assessment	p. 4
Evaluation and Professional Development	p. 5
The Self-Evaluation Process	p. 6
Overview of the Chapters	p. 8
Examining Formative Assessment	p. 11
Formative Assessment in Practice	p. 11
Understanding Formative Assessment	p. 15
The Impact of Formative Assessment on Learning	p. 19
Formative Assessment Characteristics Used in This Book	p. 21
Summary: The Big Idea of Chapter 2	p. 29
Questions for Individual Consideration	p. 29
Question for Consideration as a Learning Community	p. 30
Getting Started on Your Self-Evaluation Journey	p. 31
Beginning the Self-Evaluation Process	p. 31
Developing Familiarity With Formative Assessment	p. 33
Am I Ready to Engage in This Process?	p. 41
Summary: The Big Idea of Chapter 3	p. 42
Questions for Individual Consideration	p. 42
Questions for Consideration as a Learning Community	p. 43
A Targeted Look at One Area	p. 45
Personal Reflection on Strengths and Areas for Improvement	p. 46
Collecting Evidence of Practice	p. 52
Assessing Quality of Information	p. 59
Selecting an Area for Improvement	p. 60
Act, Reflect, Revise	p. 63
Summary: The Big Idea of Chapter 4	p. 64
Questions for Individual Consideration	p. 65
Questions for Consideration as a Learning Community	p. 65
Support for Making Changes to Practice	p. 67
The Cycle Within the Cycle: Act, Reflect, Revise	p. 68
Sources of Support	p. 72
How Will I Know When I Am Ready to Choose a New Target or Characteristic?	p. 82
Summary: The Big Idea of Chapter 5	p. 89
Questions for Individual Consideration	p. 89
Questions for Consideration as a Learning Community	p. 89
Self-Evaluation of Changes to Practice	p. 91
Chain of Evidence	p. 93
Collecting Evidence of Effects	p. 98
Sources of Evidence	p. 99
Additional Considerations	p. 111
Summing Up	p. 113
Summary: The Big Idea of Chapter 6	p. 114
Questions for Individual Consideration	p. 114
Questions for Consideration as a Learning Community	p. 114
Putting It All Together	p. 115
References	p. 123
Index	p. 127
Table of Contents provided by Ingram. All Rights Reserved.

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