Enhancing Learning Through Formative Assessment
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Enhancing Learning Through Formative Assessment And Feedback
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Author : Alastair Irons
language : en
Publisher: Routledge
Release Date : 2007-10-10
Enhancing Learning Through Formative Assessment And Feedback written by Alastair Irons and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-10-10 with Education categories.
This book is based on the argument that detailed and developmental formative feedback is the single most useful thing teachers can do for students. It helps to clarify the expectations of higher education and assist all students to achieve their potential. This book promotes student learning through formative assessment and feedback, which: enables self-assessment and reflection in learning encourages teacher-student dialogue helps clarify what is good performance provides students with quality information to help improve their learning encourages motivation and self-confidence in students aids the teacher in shaping teaching Underpinned by the relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively and shows teachers how they can provide further useful formative feedback.
Enhancing Learning Through Formative Assessment
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Author :
language : en
Publisher:
Release Date : 2005
Enhancing Learning Through Formative Assessment written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Education, Secondary categories.
Enhancing Learning Through Formative Assessment
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Author :
language : en
Publisher:
Release Date : 2005
Enhancing Learning Through Formative Assessment written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with categories.
In 2002, the CMEC invited the provinces and territories of Canada to participate in this review and the five provinces mentioned above completed the questionnaire (see Appendix A) that formed the basis of this report. [...] The Council of Ministers of Education, Canada In 1967, the Council of Ministers of Education, Canada (CMEC) was formed to provide a forum in which the provincial/territorial ministers could discuss matters of mutual interest, undertake educational initiatives cooperatively, and represent the interests of the provinces/territories with national education organizations, the federal government, forei [...] The computer assessment-based model can provide an educational diagnosis: define the error, identify the nature of the error, relate the error to the teaching and learning, and propose possible interventions. [...] The policy framework encourages the use of assessment, evaluation, and reporting of student achievement to: •. enhance teaching and improve student learning; •. measure student progress and achievement on the basis of provincial standards and prescribed outcomes; •. make informed decisions about the appropriateness of the grade or course relative to the student's ability to succeed; •. assess stud [...] The principal and a number of teachers draft the plan for the next year based on the current one, and then the whole staff discusses the goals and indicators of success.
Approaches To Assessment That Enhance Learning In Higher Education
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Author : Stylianos Hatzipanagos
language : en
Publisher: Routledge
Release Date : 2014-10-10
Approaches To Assessment That Enhance Learning In Higher Education written by Stylianos Hatzipanagos and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-10-10 with Education categories.
This book addresses the need to diversify mainstream forms of assessment currently used in Higher Education in order to re-establish the focus on the learning process. Making assessment central to student learning is about returning to what current research emphasises: the primary beneficiary of assessment should be the student. To achieve this in the assessment context, students and tutors must engage in a process of dialogue and feedback. It seems to be widely accepted that assessment succeeds when the learner monitors, identifies and then is able to ‘bridge’ the gap between current learning achievements and agreed goals. It is, however, more questionable whether adequate opportunities are given to students to be active participants in closing what has been termed ‘the loop’. Contributors to this book have responded in different ways to the challenge of enhancing learning through assessment, offering reasons for the lack of focus on learning within assessment processes as well as suggesting possible solutions. The chapters demonstrate a balance between innovation and practicality, drawing on the underpinning theories. The result is both rich in discussion and an extremely useful resource for practitioners. This book was originally published as a special issue of Assessment & Evaluation in Higher Education.
Using Formative Assessment To Enhance Learning Achievement And Academic Self Regulation
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Author : Heidi L. Andrade
language : en
Publisher: Routledge
Release Date : 2017-07-20
Using Formative Assessment To Enhance Learning Achievement And Academic Self Regulation written by Heidi L. Andrade and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-07-20 with Education categories.
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.
Enhancing Learning Through Self Assessment
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Author : David Boud
language : en
Publisher: Routledge
Release Date : 2013-10-18
Enhancing Learning Through Self Assessment written by David Boud and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-10-18 with Education categories.
Self-assessment is increasingly used in higher education as a strategy for both student learning and assessment. This book examines the full range of concerns about self-assessment, placing it in the wider context of innovative teaching and learning practices.
Transforming Assessment
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Author : Jens Dolin
language : en
Publisher: Springer
Release Date : 2017-10-14
Transforming Assessment written by Jens Dolin and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-10-14 with Science categories.
This book reports the results of a research project that investigated assessment methods aimed at supporting and improving inquiry-based approaches in European science, technology and mathematics (STM) education. The findings were used to influence policy makers with guidelines for ensuring that assessment enhances learning. The book provides insights about: - The concept of competence within the STM domains and its relevance for education - The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation. - Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them. - The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback. - The systemic support measures and tools teachers need in order to integrate formative assessment of student learning into their classroom practices and how it can conflict with summative assessment practices. - How research-based strategies for the formative use of assessment can be adapted to various European educational traditions to ensure their effective use and avoid undesirable consequences. - How relevant stakeholders can be invited to take co-ownership of research results and how a productive partnership between researchers, policy makers, and teachers can be established. - Concrete research vistas that are still needed in international assessment research.
Formative Assessment Strategies For Enhanced Learning In Science K 8
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Author : Elizabeth Hammerman
language : en
Publisher: Corwin Press
Release Date : 2009
Formative Assessment Strategies For Enhanced Learning In Science K 8 written by Elizabeth Hammerman and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Education categories.
"Hammerman focuses on the meaning and centrality of formative assessment, providing insights, examples, and ties to numerous individual initiatives to improve science experiences for students and to inspire better teaching for teachers."--Robert E. Yager, Professor of Science EducationUniversity of Iowa "This book addresses the various assessments used in our schools and how they can be approached to improve learning."--Elizabeth Alvarez, Math and Science CoachChicago Public Schools, IL Use formative assessment to guide successful teaching and learning in science! Proven to be one of the most powerful tools for promoting effective learning, formative assessment enables teachers to capture evidence of student thinking and learning and use that information to adjust instruction. In this concise resource, science educator Elizabeth Hammerman clearly outlines the formative assessment process and provides practical strategies for embedding assessments into the K-8 standards-based science curriculum. This research-based book demonstrates how student-centered assessment helps students assume more responsibility for what they learn and how they learn. Teachers can use the various models of formative assessments to monitor student progress and evaluate learning. The author guides readers through discussions, "thought and reflection" activities, analyses of assessment techniques, and applications to classroom practice. Ideal for teachers and science and curriculum specialists, this user-friendly resource provides all the necessary tools to: Assess student understanding using observation checklists, questioning strategies, notebooks, reports, graphic organizers, projects, and performance tasks Differentiate science instruction to reach all learners Use rubrics as a means of discovering student strengths and weaknesses Collect student data to inform instructional decisions With this easy-to-implement guide, any teacher can effectively use formative assessment strategies to enhance instruction and increase student achievement in science.
Improving Science Education
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Author : Robin Millar
language : en
Publisher:
Release Date : 2000
Improving Science Education written by Robin Millar and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with Education categories.
Produced to celebrate the work of the late Rosalind Driver, this study explores how and whether the research effort in science education has contributed to improvements in the practice of teaching science and the science curriculum in Great Britain.
Teachers Role In Assisting Principals Improve Student Learning Through Formative Assessment
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Author : Ingrid Alecia Thomas
language : en
Publisher:
Release Date : 2017
Teachers Role In Assisting Principals Improve Student Learning Through Formative Assessment written by Ingrid Alecia Thomas and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
The different reform initiatives, which ushered in the accountability movement, were authorized to increase the responsibility of student learning in an effort to close achievement gaps and improve the education of all students. Thus, assessments have become the driving force for determining students' learning outcomes in meeting accountability requirements. Nevertheless, principals and teachers realized that assessments used only to measure the totality of student learning are not enough to address the diverse academic needs of all students. They also need formative assessment. Teachers' use of formative assessment can assist principals by generating classroom and team-based data for student achievement that leads to school improvement. This study had a two-fold purpose. First, the study examined the extent to which teachers perceived that they employed the five strategies of formative assessment in the classroom. Secondly, the study examined teachers' acknowledgement of a school-wide culture that values formative assessment that could influence their use of this practice in the classroom and as a team. Seventy-seven teachers participated in the study. The results revealed that the teachers did not employ the five strategies of formative assessment with equal frequency. Strategy 2, engineering discussions, tasks, and activities that will elicit evidence of learning, had a mean of 3.22 and was used most frequently by teachers. Strategy 5, activating students as owners of their learning, had a mean of 2.72 and was used the least by teachers. Teachers' personal and professional characteristics revealed no statistically significant difference in the frequency with which they use the five strategies of formative assessment in the classroom. Teachers acknowledged principals as proponents of using formative assessment. However, the data indicated that they did not frequently collaborate as a team to create tests to be used formatively across grade levels and subject areas. The results also revealed positive correlations between teachers' acknowledgement of a formative assessment culture and their frequent use of the five strategies in the classrooms. But, a multiple regression was conducted and indicated that only strategy 2 had a significant influence on teachers' perception of a school-wide culture that values formative assessment.