Informing the practice of teaching using formative and interim assessment
Subtitle: a systems approach
By: edited by Robert W. Lissitz, University of Maryland
Series: MARCES book series
Publisher: Information Age Publishing, Inc.
Published: 2013
Place of publication: Charlotte, North Carolina
Language: eng
Number of pages: 247
ISBN-13: 9781623961114; 9781623961121; 9781623961138
Subjects: Academic achievement; Evaluation; Educational tests and measurements
Notes: Includes bibliographical references.
Table of contents: title: Connecting the dots: formative, interim, and summative assessment / Dylan Wiliam, Gage Kingsbury, and Steven Wise; title: Evidence centered design in advanced placement / Lori Nebelsick-Gullett, Cindy Hamen Farrar, Kristen Huff, and Sheryl Packman; title: Integrating student standardized and formative assessments with the National Board for Professional Teaching Standards' teacher development process / Joan Chikos Auchter; title: Using assessment information in real time: what teachers need to know and be able to do / Margaret Heritage; title: The instructional influence of interim assessments: voices from the field / Lisa M. Abrams and James H. McMillan; title: Sourcing instructionally embedded formative assessments; title: Marrying periodic and summative assessments: I do / William D. Schafer, Kimberly O'Malley, Emily Lai, Katie McClarty, and Denny Way Pearson; title: Comprehensive assessment systems in service of learning: getting the balance right / Susan M. Brookhart; title: Errors in student learning and assessment: the Learning Errors and Formative Feedback (LEAFF) Model / Jacqueline Leighton, Man-Wai Chu, and Paolina Seitz; title: Toward a technical theory for systems for learning: the role of information / Paul Nichols and Charles DePascale; title: Productive formative assessment ALWAYS requires local district preparation / Rick Stiggins.