Formative Assessment : Making It Happen in the Classroom

  • ISBN13:


  • ISBN10:


  • Format: Paperback
  • Copyright: 2010-06-14
  • Publisher: Corwin Pr

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping On Orders Over $35!
    Your order must be $35 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
  • We Buy This Book Back!
    In-Store Credit: $3.15
    Check/Direct Deposit: $3.00
    PayPal: $3.00
List Price: $34.08 Save up to $22.15
  • Rent Book $11.93
    Add to Cart Free Shipping


Supplemental Materials

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
  • The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.


Research shows that formative assessment moves learning forward, but the idea that assessment and teaching are reciprocal activities is still not situated in the practice of all educators. This book is designed to help educators understand the role of formative assessment and implement it as part of teaching and learning. The author details the elements of the formative assessment process, provides specific illustrations of what the elements look like in classroom practice, and discusses the knowledge and skills teachers need to be able to implement formative assessment effectively. This book:- Offers specific examples of the formative assessment process in action in a range of subject areas- Addresses the place of formative assessment within the broader assessment picture- Discusses and gives examples of effective feedback as an essential part of formative assessment- Shows how to engage students in self-assessment and self-management so they can participate in keeping their learning on course- Examines how school leaders can support classroom implementation of formative assessment

Table of Contents

Forewordp. ix
Acknowledgmentsp. xi
About the Authorp. xiii
About the Contributorp. xv
Introductionp. 1
Bridging Theory, Research, and Practicep. 1
Overview of the Chaptersp. 2
Changes in Practicep. 4
Assessment With and for Studentsp. 7
The Process of Formative Assessmentp. 10
Determine Learning Goals and Define Criteria for Successp. 10
Elicit Evidence of Learningp. 11
Interpreting the Evidencep. 12
Identifying the Gapp. 12
Feedbackp. 13
Adapting and Responding to Learning Needsp. 14
Scaffolding New Learningp. 14
Close the Gapp. 14
Classroom Culturep. 15
Theory Into Practicep. 15
Formative and Summative Assessmentp. 18
Summing Upp. 19
Reflection Questionsp. 20
It All Depends on What the Data Tell Youp. 21
The Big Assessment Picturep. 22
Appropriateness for Purposep. 23
Making Sense of the Datap. 24
Different Assessments for Different Purposesp. 26
Different Grain Sizesp. 26
Taking Actionp. 28
Where Does Formative Assessment Fit In?p. 28
Putting It All Togetherp. 30
Summing Upp. 36
Reflection Questionsp. 36
The Drivers of Formative Assessment: Learning Goals and Success Criteriap. 37
Learning Progressionsp. 38
Developing a Learning Progression for Readingp. 40
Developing a Learning Progression for Mathematicsp. 42
Learning Goals and Success Criteriap. 44
Identifying Learning Goals and Success Criteriap. 45
Revising Learning Goals and Success Criteriap. 51
Communicating Learning Goals and Success Criteria to Studentsp. 53
Summing Upp. 55
Reflection Questionsp. 55
Formative Feedback for Teachingp. 57
Generating the Evidencep. 57
Quality Feedback for Teachingp. 58
Revisiting the Teachersp. 59
Curriculum-Embedded Assessmentp. 70
Technology Toolsp. 71
Helper Practices for Formative Assessmentp. 71
Planning Instruction and Assessmentp. 72
Who Is Assessed and When?p. 73
Interpreting Evidencep. 74
The "Just Right Gap"p. 74
Differentiating Instructionp. 75
Building a Repertoirep. 76
Summing Upp. 78
Reflection Questionsp. 78
Formative Feedback for Learningp. 79
Teacher Feedbackp. 80
Types of Teacher Feedbackp. 81
Timing of Feedbackp. 83
Feedback as Instructional Scaffoldingp. 84
Feedback and Self-Regulationp. 84
Examples of Teacher Feedbackp. 84
Using the Feedbackp. 90
What About Grades?p. 90
Student Feedbackp. 91
Peer Feedbackp. 91
Feedback From Self-Assessmentp. 93
Summing Upp. 97
Reflection Questionsp. 97
Implementing Formative Assessment: What Do Teachers Need to Know and Be Able to Do?p. 99
Creating the Classroom Culturep. 99
Classroom Managementp. 101
Teacher Knowledgep. 101
Content Knowledgep. 103
Knowledge About Metacognitionp. 105
Pedagogical Content Knowledgep. 105
Students' Previous Learningp. 107
Assessment Knowledgep. 108
Teacher Skillsp. 110
Interpreting Evidencep. 111
Providing Feedbackp. 112
Matching Instruction to the Gapp. 113
Teaching Peer Assessmentp. 114
Teacher Attitudesp. 115
Summing Upp. 116
Reflection Questionsp. 116
Developing and Deepening Formative Assessment Practicep. 117
A Daunting Prospect?p. 117
A Professional Culture for Changep. 118
Professional Development to Support Teachers' Use of Formative Assessmentp. 119
Planning for PLCsp. 120
The Content of the PLCsp. 123
The Role of School Administratorsp. 127
Summing Upp. 131
Reflection Questions for Teachersp. 131
Reflection Questions for Administratorsp. 131
Referencesp. 133
Indexp. 139
Table of Contents provided by Ingram. All Rights Reserved.

Rewards Program

Write a Review