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Improving Formative Assessment Practice to Empower Student Learning



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Corwin Pr
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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?

Table of Contents

List of Web Toolsp. vii
Forewordp. ix
Prefacep. xiii
Who Is This Book For?p. xiv
Special Features of This Bookp. xv
Chapter Highlightsp. xvi
Acknowledgmentsp. xix
About the Authorsp. xxi
Introduction to Improving Formative Assessment Practicep. 1
Formative and Summative Assessmentp. 2
Evaluation and Formative Assessmentp. 4
Evaluation and Professional Developmentp. 5
The Self-Evaluation Processp. 6
Overview of the Chaptersp. 8
Examining Formative Assessmentp. 11
Formative Assessment in Practicep. 11
Understanding Formative Assessmentp. 15
The Impact of Formative Assessment on Learningp. 19
Formative Assessment Characteristics Used in This Bookp. 21
Summary: The Big Idea of Chapter 2p. 29
Questions for Individual Considerationp. 29
Question for Consideration as a Learning Communityp. 30
Getting Started on Your Self-Evaluation Journeyp. 31
Beginning the Self-Evaluation Processp. 31
Developing Familiarity With Formative Assessmentp. 33
Am I Ready to Engage in This Process?p. 41
Summary: The Big Idea of Chapter 3p. 42
Questions for Individual Considerationp. 42
Questions for Consideration as a Learning Communityp. 43
A Targeted Look at One Areap. 45
Personal Reflection on Strengths and Areas for Improvementp. 46
Collecting Evidence of Practicep. 52
Assessing Quality of Informationp. 59
Selecting an Area for Improvementp. 60
Act, Reflect, Revisep. 63
Summary: The Big Idea of Chapter 4p. 64
Questions for Individual Considerationp. 65
Questions for Consideration as a Learning Communityp. 65
Support for Making Changes to Practicep. 67
The Cycle Within the Cycle: Act, Reflect, Revisep. 68
Sources of Supportp. 72
How Will I Know When I Am Ready to Choose a New Target or Characteristic?p. 82
Summary: The Big Idea of Chapter 5p. 89
Questions for Individual Considerationp. 89
Questions for Consideration as a Learning Communityp. 89
Self-Evaluation of Changes to Practicep. 91
Chain of Evidencep. 93
Collecting Evidence of Effectsp. 98
Sources of Evidencep. 99
Additional Considerationsp. 111
Summing Upp. 113
Summary: The Big Idea of Chapter 6p. 114
Questions for Individual Considerationp. 114
Questions for Consideration as a Learning Communityp. 114
Putting It All Togetherp. 115
Referencesp. 123
Indexp. 127
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