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The Handbook for Embedded Formative Assessment
Developed as a companion to Embedded Formative Assessment, 2nd ed., this practical handbook is packed with how-tos and tried-and-tested techniques for designing effective formative assessments.
Benefits
- Explore research that states classroom formative assessment is the most impactful—and cost-effective—approach to raising student academic achievement.
- Review the five key strategies of classroom formative assessment.
- Gain more than 50 practical techniques for classroom formative assessment.
- Clarify and share learning intentions and success criteria, elicit evidence of student achievement, and give feedback that moves learning forward.
- Understand that teacher quality remains the most important determinant of student learning.
TABLE OF CONTENTS
Chapter 1: Understanding Formative Assessment
Chapter 2: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
Chapter 3: Eliciting Evidence of Learners’ Achievement
Chapter 4: Providing Feedback That Moves Learning Forward
Chapter 5: Activating Learners as Instructional Resources for One Another
Chapter 6: Activating Learners as Owners of Their Own Learning
Appendix: Observation Tools
REPRODUCIBLES
Chapter 1
- Figure 1.1: Formative Assessment Preassessment
- Figure 1.2: Definition of Formative Assessment
- Figure 1.3: Analysis of Interpretations of Formative Assessment
- Figure 1.4: Inventory of Current Formative Assessment Practices
Chapter 2
- Figure 2.1: Inventory of Current Practice for the Strategy of Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
- Figure 2.5: How to Communicate Learning Intentions Using Student-Friendly Language
- Figure 2.7: Learning Intention With Success Criteria
- Figure 2.8: Template for Building a Rubric From Success Criteria
- Figure 2.9: Template for Creating Process Criteria
- Figure 2.10: What Not to Write Template
- Figure 2.11: Plan for Using Student Work to Share Success Criteria
- Figure 2.12: Exit Pass Template for Learning Intentions
- Figure 2.13: Plan for Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
Chapter 3
- Figure 3.1: Inventory of Current Practices for the Strategy of Eliciting Evidence of Learners’ Achievement
- Figure 3.2: Observations on the No Hands Up Technique
- Figure 3.3: Observations on the No Hands Up Technique in Your Classroom
- Figure 3.4: Observations on the Wait Time Technique in Your Classroom
- Figure 3.5: Reflection on Self-Reports
- Figure 3.6: Template to Test Questions for Quality
- Figure 3.8: Statements to Promote Discussion
- Figure 3.11: Questions Reframed to Meet Learning Intention
- Figure 3.12: Plan for Eliciting Evidence of Learners’ Achievement
Chapter 4
- Figure 4.1: Inventory of Current Practices for the Strategy of Providing Feedback That Moves Learning Forward
- Figure 4.3: Feedback Loops
- Figure 4.4: Reframing Phrases to Promote Growth Mindsets
- Figure 4.5: Scaffolding Versus Providing the Solution
- Figure 4.6: Three Questions Template
- Figure 4.7: Plan for Providing Feedback That Moves Learning Forward
Chapter 5
- Figure 5.1: Inventory of Current Practices for the Strategy of Activating Learners as Instructional Resources for One Another
- Figure 5.2: C3B4ME Technique Contract
- Figure 5.3: Homework Help Sign-Up Sheet
- Figure 5.4: Two Stars and a Wish Template
- Figure 5.5: Preflight Checklist Template
- Figure 5.6: I-You-We Checklist Template
- Figure 5.7: Plan for Activating Learners as Instructional Resources for One Another
Chapter 6
- Figure 6.1: Inventory of Current Practices for the Strategy of Activating Learners as Owners of Their Own Learning
- Figure 6.2: Self-Assessment for Promoting Growth in the Classroom
- Figure 6.3: Self-Assessment of Progress Using Learning Portfolios
- Figure 6.4: Template for Learning Logs
- Figure 6.5: Plan for Activating Learners as Owners of Their Own Learning
Appendix
- Technique Observation Template: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
- Technique Observation Template: Eliciting Evidence of Learners’ Achievement
- Technique Observation Template: Providing Feedback That Moves Learning Forward
- Technique Observation Template: Activating Learners as Instructional Resources for One Another
- Technique Observation Template: Activating Learners as Owners of Their Own Learning
SUGGESTED RESOURCES
Book
- Wiliam, D. (2018). Embedded Formative Assessment (2nd ed.). Bloomington, IN: Solution Tree Press.
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