Teachers routinely ask and answer a series of three questions with and for students: Where are my students headed? Where are they right now? How can I close the gap between where they are and where I want them to be? This text suggests that teachers also ask these parallel questions of themselves:
Where am I going?
What can formative assessment practice look like?
Where am I currently in my formative assessment practice?
How do I close the gap?
Readers are then encouraged to select a specific aspect of formative assessment to investigate, explore relevant personal practice relevant to that aspect, implement necessary changes, reflect on those changes, and continue the change process.
This practical guide can be used by individual teachers or collaboratively as a study guide for a learning community. The authors describe an effective four-step process for improving teachers' formative assessment practices that provides opportunities to reflect, consider alternative instructional approaches, and apply what they have learned. Case studies provide examples of formative assessment in practice, along with examples of teacher-implemented changes. A companion website includes an array of tools and templates for organizing, gathering, and systematically using information to strengthen formative assessment skills.
This practical guide can be used by individual teachers or collaboratively as a study guide for a learning community. Case studies provide examples of formative assessment in practice, along with examples of teachers implementing changes in their practice. A companion website includes an array of tools and templates for organizing, gathering, and systematically using information to strengthen formative assessment skills.
|Who Is This Book For?|
|Special Features of This Book|
|Formative and Summative Assessment|
|Evaluation and Formative Assessment|
|Evaluation and Professional Development|
|The Self-Evaluation Process|
|Overview of the Chapters|
|Formative Assessment in Practice|
|Understanding Formative Assessment|
|The Impact of Formative Assessment on Learning|
|Formative Assessment Characteristics Used in the “How-To Guide”|
|Summary: The Big Idea of Chapter 2|
|Questions for Individual Consideration|
|Questions for Consideration as a Learning Community|
|Beginning the Self-Evaluation Process|
|Developing Familiarity with Formative Assessment|
|Am I Ready to Engage in This Process?|
|Summary: The Big Idea of Chapter 3|
|Personal Reflection on Strengths and Areas for Improvement|
|Collecting Evidence of Practice|
|Assessing Quality of Information|
|Selecting an Area for Improvement|
|Summary: The Big Idea for Chapter 4|
|The Cycle-Within-The-Cycle: Act, Reflect, Revise|
|Sources of Support|
|How Will I Know When I am Ready to Choose a New Target or Characteristic?|
|Summary: The Big Idea of Chapter 5|
|Chain of Evidence|
|Collecting Evidence of Effects|
|Sources of Evidence|
|Summary: The Big Idea of Chapter 6|