Embedded Formative Assessment
Описание книги
By integrating classroom formative assessment practices into daily activities, educators can substantially increase student engagement and the rate of student learning. The second edition of this best-selling book by Dylan Wiliam presents new research, insights, and formative assessment strategies teachers can immediately apply in their classrooms. Updated examples and templates are included to help teachers elicit evidence of learning, provide meaningful feedback, and empower students to take ownership of their education. Implement effective assessment strategies in the classroom by: Reviewing the five key strategies of formative assessment in the classroom. Learning more than 50 practical techniques for classroom formative assessment. Examining research that states classroom formative assessment is the most impactful and cost-effective approach to raising student academic achievement. Exploring the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments. Discovering new insights into the current states of education and employment, and a discussion of how these changes affect student performance and teacher practice. Changes for the Second Edition: Over 30 percent new content including new research, techniques, examples, and templates New insights into the current state of education and how these changes affect student performance and teacher practice A deeper discussion of educational neuroscience, including memory studies and dual-pathway theory Contents: Chapter 1: Discovering Why Educational Achievement Matters Chapter 2: Making the Case for Formative Assessment Chapter 3: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria Chapter 4: Eliciting Evidence of Learners' Achievement Chapter 5: Providing Feedback That Moves Learning Forward Chapter 6: Activating Students as Instructional Resources for One Another Chapter 7: Activating Students as Owners of Their Own Learning
Отрывок из книги
EMBEDDED formative assessment
second edition
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As noted previously, for many years, researchers and politicians assumed that one teacher was as good as another, providing each was adequately qualified for the job. However, in 1996, William Sanders and June Rivers published a paper based on an analysis of three million records on the achievement of Tennessee’s entire student population from second to eighth grade. Because of the way they collected the data, it was possible to track the progress each individual student made and match that to the teacher who had been teaching them each year. They found that there were differences in how much students learned with different teachers, and that these differences were large. To show how large the differences were, they classified the teachers into five equally sized groups based on how much progress their students had made (low, below average, average, above average, and high). They then examined how an average eight-year-old student would fare, depending on what teachers he or she got. What they found was rather surprising. A student who started second grade at the 50th percentile of achievement would end up at the 90th percentile of achievement after three years with a high-performing teacher but, if assigned to the classes of low-performing teachers for three years, would end up at the 37th percentile of achievement—a difference of over 50 percentile points. They found that increases in teacher quality were most beneficial for lower-achieving students, and the general effects were the same for students from different ethnic backgrounds (Sanders & Rivers, 1996).
Subsequent studies (for example, Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004) confirmed the link between teacher quality and student progress on standardized tests. While different studies have found slightly different results, there is now a clear consensus among researchers that the correlation between teacher quality and student progress is at least 0.1, and may be over 0.2, especially for mathematics, as the data in table 1.1 clearly indicate. A correlation of 0.1 would mean that if a student was taught by an above-average teacher (for example, a teacher who is one standard deviation above the mean), then that student would make 0.1 standard deviations’ more progress in a year than a student taught by an average teacher. Since for most students in these studies, one year’s progress is around 0.4 standard deviations, this would equate to a 25 percent increase in the rate of learning.
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