Formative Assessment in the Disciplines
Framing a Continuum of Professional Learning
Seiten
2020
Harvard Educational Publishing Group (Verlag)
978-1-68253-466-3 (ISBN)
Harvard Educational Publishing Group (Verlag)
978-1-68253-466-3 (ISBN)
Explores 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.
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.
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.
Margaret Heritage is an independent consultant in education focused on research and practice. E. Caroline Wylie is a research director at Educational Testing Service.
| Erscheinungsdatum | 01.05.2020 |
|---|---|
| Verlagsort | Cambridge |
| Sprache | englisch |
| Maße | 154 x 226 mm |
| Gewicht | 405 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 1-68253-466-9 / 1682534669 |
| ISBN-13 | 978-1-68253-466-3 / 9781682534663 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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