Formative Assessment

Margaret Heritage is an independent consultant in education. For her entire career, her work has spanned both research and practice. In addition to spending many years in her native England as a practitioner, a university teacher, and an inspector of schools, she had an extensive period at the University of California at Los Angeles (UCLA), first as principal of the laboratory school of the Graduate School of Education and Information Students and then as an Assistant Director at UCLA’s National Center for Research on Evaluation, Standards and Student Testing. She has also taught courses in the Departments of Education at UCLA and Stanford University. She is a regular presenter at conferences across the United States and internationally. Her most recent book with Corwin, co-authored with Christine Harrison, is The Power of Assessment for Learning: Twenty Years of Research and Practice in UK and US Classrooms.

• About the AuthorAbout the Contributing AuthorAcknowledgmentsIntroductionChapter 1: Clarifying Formative AssessmentChapter 2: Mediating Factors for Learning Supported by Formative AssessmentChapter 3: A Wider Lens on Formative AssessmentChapter 4: Learning Goals and Success CriteriaChapter 5: Eliciting and Using EvidenceChapter 6: Feedback to StudentsChapter 7: Developing and Deepening Formative Assessment Knowledge and Skills (Co-Written With E. Caroline Wylie)References