Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation
Heidi L. Andrade, Margaret Heritage, "Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation"
2017 | ISBN-10: 1138653004, 1138653039 | 140 pages | PDF | 1 MB
2017 | ISBN-10: 1138653004, 1138653039 | 140 pages | PDF | 1 MB
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.