Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators)

Andrade, Heidi L.

ISBN 10: 1138653039 / ISBN 13: 9781138653030

Edité par Routledge, 2017

A propos de cet article

In.

N° de réf. du vendeur ria9781138653030_new

Détails bibliographiques

• Titre: Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators)
• Éditeur: Routledge
• Date de parution: 2017
• Langue: anglais
• ISBN à 10 chiffres: 1138653039
• ISBN à 13 chiffres: 9781138653030
• Reliure: Couverture souple
• État de l'article: New

A propos de ce titre

Synopsis

There is convincing evidence that carefully applied classroom assessments can promote student learning and academic self-regulation. These assessments include, but are not limited to, conversations with students, diagnostic test items, and co-created rubrics used to guide feedback for students themselves and their peers. Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help pre- and in-service teachers maximize the positive impacts of classroom assessment on teaching. Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation translates work from leading specialists and explains how to use assessment to improve learning by linking learning theory to formative assessment processes. Sections on goal setting, progress monitoring, interpreting feedback, and revision of goal setting make this a timely addition to assessment courses.

À propos de l?auteur

Heidi L. Andrade is Associate Professor of Educational Psychology and Methodology in the School of Education at the University at Albany, State University of New York, USA.

Margaret Heritage is Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing (CRESST) at University of California Los Angeles, USA.