Handbook of Formative Assessment

ISBN-13: 9780415993197 / Angielski / Twarda / 2009 / 377 str.

Gregory Cizek;Andrade Heidi

Opis

Formative assessment refers to a wide variety of information-gathering activities that are used to adapt instruction to the current and future needs of students. Included in these activities are traditional classroom tests, observations, oral questioning, class discussions, group and individual projects, and homework. In recent years formative assessment has become a focus of research as state and federal policy makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. Regardless of how beneficial the large-scale uses of formative assessment prove to be, there is broad agreement that it is a burgeoning field of interest to a wide variety of people including educators, policy makers, and researchers. The purpose of this Handbook is to comprehensively profile this burgeoning but loosely coupled field of study.

Key features include:

• Comprehensive – nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments.
• Integrative – thoughtful attention is given to the integration of large-scale and classroom assessments.
• Practical – provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction.
• Global Expertise – provides a wide range of perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems.
• Accessible Style – although grounded in the latest research, the book’s style and tone has been carefully crafted to make it accessible to both the textbook and professional development markets as well as a reference book for researchers in teacher preparation, assessment, curriculum, educational administration, and educational policy studies.

Recenzje

"This compilation of robustly researched, authoritative, well crafted and accessible studies…are drawn from the gaze of 31 highly respected, much published, peer-reviewed international academics. It’s these discrete perspectives that make this a comprehensive, current and highly perceptive piece of work. It is a reliable resource in twenty chapters for implementing an effective, multifaceted, interdisciplinary learning and teaching reform….an excellent read!"--British Journal of Educational Technology, 2010

O autorze

Heidi Andrade (PhD Harvard) is Assistant Professor of Educational Psychology and Methodology at the University of Albany, State University of New York where she teaches courses on classroom assessment, educational psychology, and self-regulated learning.

Gregory Cizek (PhD Michigan State University) is Professor of educational measurement and evaluation at the University of North Carolina where he teaches courses in applied testing, statistics, and research methods.