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This is the edition with a publication date of 2/24/2012.
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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 Tools||p. vii|
|Who Is This Book For?||p. xiv|
|Special Features of This Book||p. xv|
|Chapter Highlights||p. xvi|
|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|
|Table of Contents provided by Ingram. All Rights Reserved.|