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Books on the topic 'Formative teacher assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Tuttle, Harry G. Formative assessment: Responding to your students. Larchmont, NY: Eye On Education, 2009.

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2

Formative assessment for secondary science teachers. Thousand Oaks, Calif: Corwin Press, 2009.

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3

Formative assessment in your classroom: Responding to your students. Larchmont, NY: Eye On Education, 2008.

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4

Ferretti, Federica. Formative Assessment for mathematics teaching and learning: Teacher Professional Development Research by Videoanalysis Methodologies. Milan: FrancoAngeli, 2018.

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5

1965-, Fisher Douglas, and ebrary Inc, eds. The formative assessment action plan: Practical steps to more successful teaching and learning. Alexandria, Va: ASCD, 2011.

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6

Brookhart, Susan M. Exploring formative assessment. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

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7

Exploring formative assessment. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

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8

What teachers really need to know about formative assessment. Alexandria, Va: ASCD, 2010.

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9

Overmeyer, Mark. What student writing teaches us: Formative assessment in the writing workshop. Portland, Me: Stenhouse Publishers, 2009.

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10

What student writing teaches us: Formative assessment in the writing workshop. Portland, Me: Stenhouse Publishers, 2009.

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11

Overmeyer, Mark. What student writing teaches us: Formative assessment in the writing workshop. Portland, Me: Stenhouse Publishers, 2009.

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12

Brookhart, Susan M. Formative assessment strategies for every classroom: An ASCD action tool. Alexandria, VA: Association for Supervision and Curriculum Development, 2006.

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13

Formative assessment for English language arts: A guide for middle and high school teachers. Larchmont, NY: Eye On Education, 2008.

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14

M, Brookhart Susan, ed. Advancing formative assessment in every classroom: A guide for instructional leaders. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

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15

Moss, Connie M. Advancing formative assessment in every classroom: A guide for instructional leaders. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

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16

Leslie, Minton, ed. Uncovering student thinking in mathematics, grades K-5: 25 formative assessment probes for the elementary classroom. Thousand Oaks, CA: Corwin Press, 2010.

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17

Urunov, Asror. Regional economy. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1013012.

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The textbook presents the main categories of the regional economy, evaluation and sustainable development and the competitiveness of the region, theoretical terms about the economic area; specified properties, functions and factors of its formation. Disclosed parametric characteristics of the single economic space, and its possible life cycle. Outlines the economic evaluation methods and justify the location of production, state regulation of economy of regions of the Russian Federation, assessment of natural resource and socio-economic potential of the constituent entities, Federal districts. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for bachelors, masters, studying the discipline "Regional economy" as well as for postgraduates and teachers of economic universities, practitioners of economic services of enterprises and organizations. Can be useful for specialists of Federal and regional authorities.

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18

Grigoryan, Ekaterina. Integrated quality management system at the enterprises of the military-industrial complex. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1095033.

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In modern conditions, an integrated quality management system (ISMC) that meets the requirements of several international standards and contributes to improving the efficiency of enterprise management, creating conditions for its sustainable development, as well as the competitiveness of the enterprise and its products is becoming more and more popular. The monograph considers theoretical and methodological approaches to quality management at the enterprise. The relevance of the application of an integrated quality management system, including at the enterprises of the military-industrial complex (MIC), consisting in the most effective management of the enterprise, energy efficiency and resource conservation, is justified. The assessment of the use of quality management tools at the defense industry enterprises was carried out, the trends in the development of defense industry enterprises were substantiated, a marketing approach was applied to the classification of defense industry enterprises, in particular by market type, which allows identifying potential consumers of enterprises ' products, the degree of production diversification. Organizational and economic approaches to the formation of an integrated quality management system are presented. The procedure for creating an ISMC is considered. The methodology and criteria for evaluating the effectiveness of ISMC are substantiated. The presented material is of practical importance and can be useful to specialists in quality management, graduate students, researchers, teachers.

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19

Common Formative Assessments 2. 0: How Teacher Teams Intentionally Align Standards, Instruction, and Assessment. Corwin Press, 2014.

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20

Frey, Nancy, and Douglas Fisher. Checking for Understanding: Formative Assessment Techniques for Your Classroom. Assn for Supervision & Curriculum, 2007.

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21

Stanley, Todd, and Jana Alig. School Leader's Guide to Formative Assessment: Using Data to Improve Student and Teacher Achievement. Taylor & Francis Group, 2013.

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22

Stanley, Todd, and Jana Alig. School Leader's Guide to Formative Assessment: Using Data to Improve Student and Teacher Achievement. Taylor & Francis Group, 2016.

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23

Tigelaar, Dineke E. H., and Douwe Beijaard. Formative Assessments and Teacher Professional Learning. Taylor & Francis Group, 2018.

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24

Tigelaar, Dineke E. H., and Douwe Beijaard. Formative Assessments and Teacher Professional Learning. Taylor & Francis Group, 2015.

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25

Tigelaar, Dineke. Formative Assessments and Teacher Professional Learning. Routledge, 2017. http://dx.doi.org/10.4324/9781315659770.

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26

Clarke, Shirley J. Holmes. Little Guide for Teachers: Formative Assessment. SAGE Publications, Limited, 2020.

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27

Abad, José Vicente, ed. Research on Language Teaching and Learning: Advances and Projection. Fondo Editorial Universidad Católica Luis Amigó, 2021. http://dx.doi.org/10.21501/9789588943701.

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In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community.

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28

Furtak, Erin. Supporting Teachers' Formative Assessment Practice with Learning Progressions. Taylor & Francis Group, 2017.

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29

Formative Assessment Strategies for Every Classroom. 2nd ed. Alexandria, Va.: ASCD, 2010.

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30

New Frontiers in Formative Assessment. Harvard Education Press, 2011.

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31

Formative Assessment in the National Curriculum Reading: Levels 1-3: Teacher's Handbook (Formative Assessment in the National Curriculum). Hodder & Stoughton Educational Division, 1991.

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32

Formative Assessment in the National Curriculum Writing: Levels 1-3: Teacher's Handbook (Formative Assessment in the National Curriculum). Hodder & Stoughton Educational Division, 1991.

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33

1942-, Erickson Gaalen L., and Grimmett Peter Philip, eds. Reflection in teacher education. Vancouver, BC: Pacific Educational Press, 1988.

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34

Shaw, Brian P. Music Assessment for Better Ensembles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.001.0001.

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Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including concert preparation, music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.

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35

Benjamin, Amy. Formative Assessment for English Language Arts: A Guide for Middle and High School Teachers. Taylor & Francis Group, 2016.

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36

Kuffner, Karin L. Teacher learning in a professional development program: An exploration of community formation, the use of records of practice, and teachers' assessment practices. 2006.

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37

Erickson and Grimmett. Cultivating Reflection in Teachers: Proceedings. Pacific Educational Pr, 1988.

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