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Using formative assessment to enhance learning, achievement, and academic self-regulation / Heidi Andrade and Margaret Heritage.

By: Contributor(s): Publisher: New York, NY : Routledge, Taylor & Francis Group, 2017Copyright date: c2017Edition: First EditionDescription: xii, 127 pages ; 21 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9781138653009 (hardback)
  • 9781138653030 (pbk.)
Subject(s): DDC classification:
  • 371.26 .An553 2018
LOC classification:
  • LB2822.75 .A535 2017
Summary: "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 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." --Provided by publisher
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Item type Current library Call number Status Date due Barcode
Print Materials Graduate School Library Master of Education 371.26 .An553 2018 (Browse shelf(Opens below)) Available 0121961

"At the head of title, Student Assessment For Educators"

Includes bibliographical references and index

"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 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." --Provided by publisher

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Text in English

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