Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

Dylan Wiliam, Siobhan Leahy

ISBN 10: 1941112293 / ISBN 13: 9781941112298

Edité par Solution Tree Press (edition First Edition), 2015

A propos de cet article

It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

N° de réf. du vendeur 1941112293-8-1

Détails bibliographiques

• Titre: Embedding Formative Assessment: Practical Techniques for K-12 Classrooms
• Éditeur: Solution Tree Press (edition First Edition)
• Date de parution: 2015
• Langue: anglais
• ISBN à 10 chiffres: 1941112293
• ISBN à 13 chiffres: 9781941112298
• Reliure: Paperback
• Édition: First Edition.
• État de l'article: Very Good

A propos de ce titre

Synopsis

Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centres on five key instructional strategies, along with an overview of each strategy and practical formative assessment techniques for implementing it in the classroom:

• Clarifying, sharing, and understanding learning intentions and success criteria.
• Engineering productive discussion and activities that elicit evidence of learning.
• Providing feedback that moves learners forward.
• Activating students as learning resources for each other.
• Activating students as owners of their own learning.

À propos de l?auteur

Dylan Wiliam is one of the world’s foremost education authorities. He has helped to successfully implement classroom formative assessment in thousands of schools all over the world, including the United States, Singapore, Sweden, Australia, and the United Kingdom. A two-part BBC series, The Classroom Experiment, tracked Dr. Wiliam’s work at one British middle school, showing how formative assessment strategies empower students, significantly increase engagement, and shift classroom responsibility from teachers to their students so that students become agents of and collaborators in their own learning.

Siobhán Leahy, MS, was a principal of three secondary schools for 17 years. She has practical experience with embedding classroom formative assessment through implementation of teacher learning communities. She is co-author and developer, with Dylan Wiliam on several publications. She received her Master of Science from South Bank University, London, and her Bachelor of Science in Management Sciences from the University of Warwick, UK.