Formative Assessment : Making It Happen in the Classroom

by Margaret Heritage

• ISBN13: 9781412975049
• ISBN10: 1412975042
• Format: Paperback
• Copyright: 2010-06-14
• Publisher: Corwin Pr

Summary

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

Foreword	p. ix
Acknowledgments	p. xi
About the Author	p. xiii
About the Contributor	p. xv
Introduction	p. 1
Bridging Theory, Research, and Practice	p. 1
Overview of the Chapters	p. 2
Changes in Practice	p. 4
Assessment With and for Students	p. 7
The Process of Formative Assessment	p. 10
Determine Learning Goals and Define Criteria for Success	p. 10
Elicit Evidence of Learning	p. 11
Interpreting the Evidence	p. 12
Identifying the Gap	p. 12
Feedback	p. 13
Adapting and Responding to Learning Needs	p. 14
Scaffolding New Learning	p. 14
Close the Gap	p. 14
Classroom Culture	p. 15
Theory Into Practice	p. 15
Formative and Summative Assessment	p. 18
Summing Up	p. 19
Reflection Questions	p. 20
It All Depends on What the Data Tell You	p. 21
The Big Assessment Picture	p. 22
Appropriateness for Purpose	p. 23
Making Sense of the Data	p. 24
Different Assessments for Different Purposes	p. 26
Different Grain Sizes	p. 26
Taking Action	p. 28
Where Does Formative Assessment Fit In?	p. 28
Putting It All Together	p. 30
Summing Up	p. 36
Reflection Questions	p. 36
The Drivers of Formative Assessment: Learning Goals and Success Criteria	p. 37
Learning Progressions	p. 38
Developing a Learning Progression for Reading	p. 40
Developing a Learning Progression for Mathematics	p. 42
Learning Goals and Success Criteria	p. 44
Identifying Learning Goals and Success Criteria	p. 45
Revising Learning Goals and Success Criteria	p. 51
Communicating Learning Goals and Success Criteria to Students	p. 53
Summing Up	p. 55
Reflection Questions	p. 55
Formative Feedback for Teaching	p. 57
Generating the Evidence	p. 57
Quality Feedback for Teaching	p. 58
Revisiting the Teachers	p. 59
Curriculum-Embedded Assessment	p. 70
Technology Tools	p. 71
Helper Practices for Formative Assessment	p. 71
Planning Instruction and Assessment	p. 72
Who Is Assessed and When?	p. 73
Interpreting Evidence	p. 74
The "Just Right Gap"	p. 74
Differentiating Instruction	p. 75
Building a Repertoire	p. 76
Summing Up	p. 78
Reflection Questions	p. 78
Formative Feedback for Learning	p. 79
Teacher Feedback	p. 80
Types of Teacher Feedback	p. 81
Timing of Feedback	p. 83
Feedback as Instructional Scaffolding	p. 84
Feedback and Self-Regulation	p. 84
Examples of Teacher Feedback	p. 84
Using the Feedback	p. 90
What About Grades?	p. 90
Student Feedback	p. 91
Peer Feedback	p. 91
Feedback From Self-Assessment	p. 93
Summing Up	p. 97
Reflection Questions	p. 97
Implementing Formative Assessment: What Do Teachers Need to Know and Be Able to Do?	p. 99
Creating the Classroom Culture	p. 99
Classroom Management	p. 101
Teacher Knowledge	p. 101
Content Knowledge	p. 103
Knowledge About Metacognition	p. 105
Pedagogical Content Knowledge	p. 105
Students' Previous Learning	p. 107
Assessment Knowledge	p. 108
Teacher Skills	p. 110
Interpreting Evidence	p. 111
Providing Feedback	p. 112
Matching Instruction to the Gap	p. 113
Teaching Peer Assessment	p. 114
Teacher Attitudes	p. 115
Summing Up	p. 116
Reflection Questions	p. 116
Developing and Deepening Formative Assessment Practice	p. 117
A Daunting Prospect?	p. 117
A Professional Culture for Change	p. 118
Professional Development to Support Teachers' Use of Formative Assessment	p. 119
Planning for PLCs	p. 120
The Content of the PLCs	p. 123
The Role of School Administrators	p. 127
Summing Up	p. 131
Reflection Questions for Teachers	p. 131
Reflection Questions for Administrators	p. 131
References	p. 133
Index	p. 139
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