Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

Andrade, Heidi L.
Heritage, Margaret

Paperback

Series: Student Assessment for Educators

General EducationTeaching Instruction

ISBN10: 1138653039
ISBN13: 9781138653030
Publisher: Routledge
Published: Jul 10 2017
Pages: 128
Weight: 0.45
Height: 0.40 Width: 5.00 Depth: 7.80
Language: English

There is convincing evidence that carefully applied classroom assessments can promote student learning and academic self-regulation. These assessments include, but are not limited to, conversations with students, diagnostic test items, and co-created rubrics used to guide feedback for students themselves and their peers. Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help pre- and in-service teachers maximize the positive impacts of classroom assessment on teaching. Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation translates work from leading specialists and explains how to use assessment to improve learning by linking learning theory to formative assessment processes. Sections on goal setting, progress monitoring, interpreting feedback, and revision of goal setting make this a timely addition to assessment courses.

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