Handbook of Formative Assessment

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  • Edition: 1st
  • Format: Nonspecific Binding
  • Copyright: 2009-11-02
  • Publisher: Routledge

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The Handbook of Formative Assessment comprehensively profiles this burgeoning field of study. Written by leading international scholars and practitioners, each chapter discusses key issues in formative assessment policy and practice.

Author Biography

Heidi L. Andrade (EdD Harvard) is Assistant Professor of Educational Psychology and Methodology at the University of Albany, State University of New York where she teaches courses on classroom assessment, educational psychology, and self-regulated learning. Gregory J. Cizek (PhD Michigan State University) is Professor of Educational Measurement and Evaluation at the University of North Carolina where he teaches courses in applied testing, statistics, and research methods.

Table of Contents

Prefacep. vii
Foundations of Formative Assessmentp. 1
An Introduction to Formative Assessment: History, Characteristics, and Challengesp. 3
An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessmentp. 18
The Practical Implications of Educational Aims and Contexts for Formative Assessmentp. 41
Formative Assessment Methods and Practicep. 59
Peers as a Source of Formative Assessmentp. 61
Formative Assessment Applications of Culminating Demonstrations of Masteryp. 75
Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learningp. 90
Formative Assessment: The Contributions of Benjamin S. Bloomp. 106
Technology-Aided Formative Assessment of Learning: New Developments and Applicationsp. 125
Formative Assessment, Motivation, and Science Learningp. 139
Research and Strategies for Adapting Formative Assessments for Students with Special Needsp. 159
Research and Recommendations for Formative Assessment with English Language Learnersp. 181
Moment-by-Moment Formative Assessment of Second Language Development: ESOL Professionals at Workp. 198
Formative Assessment Practices that Maximize Learning for Students At Riskp. 212
Essential Formative Assessment Competencies for Teachers and School Leadersp. 233
Research on Characteristics of Effective Professional Development Programs for Enhancing Educators' Skills in Formative Assessmentp. 251
Challenges and Future Directions for Formative Assessmentp. 277
Mixing It Up: Combining Sources of Classroom Achievement Information for Formative and Summative Purposesp. 279
Psychometric Challenges and Opportunities in Implementing Formative Assessmentp. 297
Strategies and Policies for Incorporating Formative Assessment into Comprehensive and Balanced State Assessment Systemsp. 316
Keeping the Focus, Expanding the Vision, Maintaining the Balance: Preserving and Enhancing Formative Assessment in Nebraskap. 328
Summing Up and Moving Forward: Key Challenges and Future Directions for Research and Development in Formative Assessmentp. 344
Contributorsp. 353
Author Indexp. 365
Subject Indexp. 375
Table of Contents provided by Ingram. All Rights Reserved.

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