008 |
|
161216t20152015fluda b 001 0 eng |
020 |
|
|a9781941112298|q(paperback)|cNT$973
|
040 |
|
|aKCIS|beng|cKCIS|eAACR2
|
041 |
0
|
|aeng
|
050 |
4
|
|aLB1025.3|b.W47 2015
|
100 |
1
|
|aWiliam, Dylan,|eauthor.
|
245 |
10
|
|aEmbedding formative assessment :|bpractical techniques for K-12 classrooms /|cDylan Wiliam, Siobhán Leahy.
|
260 |
1
|
|aWest Palm Beach, FL :|bLearning Sciences International,|c[2015]
|
300 |
|
|axx, 244 pages :|billustrations, charts ;|c26 cm.
|
336 |
|
|atext|btxt|2rdacontent.
|
337 |
|
|aunmediated|bn|2rdamedia.
|
338 |
|
|avolume|bnc|2rdacarrier.
|
500 |
|
|a"Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions, but putting it into practice requires both a robust collection of techniques and an understanding of how to use them. In Embedding Formative Assessment, authors Dylan Wiliam and Siobhan Leahy deliver a clear, practical guide for teachers, centred on the five key strategies for improving teacher practice and student achievement: 1) Clarifying, sharing and understanding learning intentions and success criteria; 2) Engineering productive discussion and activities that elicit evidence of learning; 3) Providing feedback that moves learners forward; 4) Activating students as learning resources for each other; and 5) Activating students as owners of their own learning. Then, for each strategy, the authors provide an overview of the strategy and a number of very practical formative assessment techniques for implementing it in F-12 classrooms. Along with guidance on when and how to use the specific techniques, they provide tips, cautions and enhancements to sustain formative assessment. A student reflection form, peer observation form and self-reflection checklist accompany each strategy. No known practice is more effective than classroom formative assessment for producing a significant positive impact on student achievement. Wiliam and Leahy provide the necessary tips and techniques to put it into practice immediately"--Page 4 of cover.
|
504 |
|
|aIncludes bibliographical references (pages 223-236) and index.
|
505 |
0
|
|aIntroduction -- Why formative assessment should be a priority for every teacher -- Your professional learning -- Strategy 1: Clarifying, sharing and understanding learning intentions and success criteria -- Strategy 2: Engineering effective discussion, tasks, and activities that elicit evidence of learning -- Strategy 3: Providing feedback that moves learners forward -- Strategy 4: Activating students as learning resources for one another -- Strategy 5: Activating students as owners of their own learning -- Conclusion -- Resources.
|
650 |
0
|
|aEffective teaching|vHandbooks, manuals, etc.
|
650 |
0
|
|aEffective teaching.
|
650 |
0
|
|aEducational tests and measurements.
|
650 |
0
|
|aAcademic achievement.
|
655 |
7
|
|aElectronic books.|2local.
|
700 |
1
|
|aLeahy, Siobhán,|eauthor.
|
983 |
|
|aKCIS
|
095 |
|
|aHL|bHLTP |cHE016394|d371|eWIL|pTP|tDDC
|