Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with an overview of each strategy and practical formative assessment techniques for implementation in K–12 classrooms. The authors provide guidance on when and how to use the techniques, tips, cautions, and enhancements to sustain formative assessment.

Educators will learn how to:

• Clarify, share, and understand learning intentions and success criteria
• Engineer productive discussions and activities that elicit evidence of learning
• Provide feedback that moves learners forward
• Activate students as learning resources for each other
• Activate students as agents of their own learning

Contents:
Techniques: Tips, Cautions, and Enhancements
Acknowledgments
About the Authors
Introduction
Chapter 1: Why Formative Assessment Should Be a Priority for Every Teacher
Chapter 2: Your Professional Learning
Chapter 3: Strategy 1—Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
Chapter 4: Strategy 2—Engineering Effective Discussion, Tasks, and Activities That Elicit Evidence of Learning
Chapter 5: Strategy 3—Providing Feedback That Moves Learning Forward
Chapter 6: Strategy 4—Activating Students as Learning Resources for One Another
Chapter 7: Strategy 5—Activating Students as Owners of Their Own Learning
Conclusion
Resources
Appendix
References
Index

Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with an overview of each strategy and practical formative assessment techniques for implementation in K–12 classrooms. The authors provide guidance on when and how to use the techniques, tips, cautions, and enhancements to sustain formative assessment.

Educators will learn how to:

• Clarify, share, and understand learning intentions and success criteria
• Engineer productive discussions and activities that elicit evidence of learning
• Provide feedback that moves learners forward
• Activate students as learning resources for each other
• Activate students as agents of their own learning

Contents:
Techniques: Tips, Cautions, and Enhancements
Acknowledgments
About the Authors
Introduction
Chapter 1: Why Formative Assessment Should Be a Priority for Every Teacher
Chapter 2: Your Professional Learning
Chapter 3: Strategy 1—Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
Chapter 4: Strategy 2—Engineering Effective Discussion, Tasks, and Activities That Elicit Evidence of Learning
Chapter 5: Strategy 3—Providing Feedback That Moves Learning Forward
Chapter 6: Strategy 4—Activating Students as Learning Resources for One Another
Chapter 7: Strategy 5—Activating Students as Owners of Their Own Learning
Conclusion
Resources
Appendix
References
Index

Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with an overview of each strategy and practical formative assessment techniques for implementation in K–12 classrooms. The authors provide guidance on when and how to use the techniques, tips, cautions, and enhancements to sustain formative assessment.

Educators will learn how to:

• Clarify, share, and understand learning intentions and success criteria
• Engineer productive discussions and activities that elicit evidence of learning
• Provide feedback that moves learners forward
• Activate students as learning resources for each other
• Activate students as agents of their own learning

Contents:
Techniques: Tips, Cautions, and Enhancements
Acknowledgments
About the Authors
Introduction
Chapter 1: Why Formative Assessment Should Be a Priority for Every Teacher
Chapter 2: Your Professional Learning
Chapter 3: Strategy 1—Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
Chapter 4: Strategy 2—Engineering Effective Discussion, Tasks, and Activities That Elicit Evidence of Learning
Chapter 5: Strategy 3—Providing Feedback That Moves Learning Forward
Chapter 6: Strategy 4—Activating Students as Learning Resources for One Another
Chapter 7: Strategy 5—Activating Students as Owners of Their Own Learning
Conclusion
Resources
Appendix
References
Index