E. Caroline Wylie - Böcker
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4 produkter
4 produkter
- Nyhet
2 194 kr
Kommande
Classroom Assessment: Research and Innovation, highlights recent research focused on classroom assessment, through a selection of articles published within the past decade in the journal, Educational Assessment.The volume provides an opportunity to reach a broader audience than through journal subscriptions alone, with timely information about research in the area, and to consider the important role that classroom assessment plays in a balanced assessment system. The eight articles in this volume collectively provide the reader with a comprehensive range of contemporary studies being conducted on the assessment that is taking place in classrooms to support teaching and learning. It illustrates how the field can center classroom assessment in balanced assessment systems and showcases the breadth of methodologies and topics in this area, aiming to spark additional interest and innovations in the field.This book will be an important asset to researchers and scholars of education, while also being an important tool for teachers and educational policymakers.
423 kr
Skickas inom 5-8 vardagar
Formative Assessment in the Disciplines
Framing a Continuum of Professional Learning
Häftad, Engelska, 2020
327 kr
Skickas inom 7-10 vardagar
In Formative Assessment in the Disciplines, Margaret Heritage and E. Caroline Wylie explore the interconnection of ambitious teaching, formative assessment, and disciplinary knowledge. The authors outline a framework to help teachers develop and extend their proficiency in enacting discipline-based formative assessment practices across the continuum of preservice and professional learning.The book examines the interaction of formative assessment and disciplinary knowledge in mathematics, science, English language arts, and social studies. Through extended, real-life classroom vignettes, the authors argue that formative assessment is not a set of generic practices but rather is embedded in disciplinary learning. The authors illustrate how teachers' knowledge and skills in discipline-based formative assessment can be developed across each phase of professional expertise, from preservice programs through induction to in-service learning opportunities for teachers and teacher leadership. This approach supports the premise that teachers never stop learning and continue to hone their expertise over many years.Formative Assessment in the Disciplines is a valuable tool for those planning professional learning for teachers at any stage including teacher educators, professional learning providers, and teacher leaders.
340 kr
Skickas inom 7-10 vardagar
In Fair and Justice-Oriented Assessment, Margaret Heritage and Caroline Wylie propose that the key to improving learning opportunities for all students lies in increasing educators' assessment literacy. Only by examining various assessment practices through a lens of fairness and equity can practitioners best judge their use and value and then develop strategies for implementation that truly elevate student learning in alignment with school and district standards and in ways that are fair and just. To build better assessment literacy, Heritage and Wylie seek to strengthen professional knowledge of ambitious teaching and use of both formative and summative classroom assessment practices. They clearly describe the knowledge and skills teachers need to better orient classroom assessment practices toward more positive learning experiences for all students. Critically, they urge educators to establish substantive learning goals, attend to the ways of eliciting evidence of student learning towards those goals, and reflect on the evidence to take action that intends to advance learning. This book features real-world examples of assessment practices across a range of contexts and content areas, grade levels, and student populations, and shows how assessment literacy competencies can be achieved at scale with support from school and district leaders. Fair and Justice-Oriented Assessment provides a research-based and yet practical perspective on classroom assessment and advocates for the use of equity-oriented curricular and ambitious teaching.